‘Independent learning’ in higher education: examining the dynamics of autonomy and collaboration

This paper explores the challenges of cultivating independent learning (IL) in higher education, focusing specifically on how institutional expectations shape the academic experiences of a diverse student population. From a Bourdieusian perspective, students whose cultural backgrounds do not fully align with academic norms often find it difficult to navigate and adapt to institutional expectations. Drawing on problem-centred interviews with 35 students with diverse cultural backgrounds and 16 lecturers at Austrian universities, four key barriers to the development of IL were identified: (1) confusion about the concept of ‘independent learning’, (2) an emphasis on factual knowledge over critical enquiry, (3) insufficient feedback on how to meet academic expectations, and (4) limited access to faculty members. The findings highlight the critical role of social connections and support systems as valuable resources for developing learning independence. However, while some students actively seek support from university staff and peers, others remain reluctant to engage in collaborative academic practices. These differences can be attributed, in part, to the extent to which students recognise the implicit norms and expectations of academic institutions. The analysis deepens our understanding of how these dynamics affect students’ capacity to thrive in an academic environment. In doing so, it contributes to ongoing debates on the role of IL in higher education and its implications for academic development. Based on these findings, it is argued that higher education institutions need to implement strategies to support students in meeting academic expectations, thereby fostering a more inclusive learning environment.