Autonomous Learning in Students of Regular and Higher Basic Education

  • Wilma Gonzáles-Ramírez, Esther Llontop-Pacherres, Jamer Mírez-Toro, Oscar López-Regalado


This systematic review article is focused on the issue of educational autonomy, for which the objective was set: to analyze the current state of knowledge in the autonomous learning of students of basic and higher education between the years 2013 and 2020. Regarding the Research method, this is a systematic review under a quantitative and bibliometric approach, information sources from Scopus, Scielo, Ebscohost and Sciencedirect databases were consulted, first, in a general search, using terms: learning, autonomy and learning autonomous, and then an advanced search supported by logical operators like "and", "or" and "not"; In the selection of the documents, the prism technique was used, which helped us to determine the sample of 22 articles, assuming the inclusion and exclusion criteria through the Pedro file. Regarding the discussion of results, we can see that the majority of scientific articles were published in 2020, the country that publishes the most is Spain, and most articles have a quantitative approach applied. It was concluded that the majority of scientific articles coincide in the definition that autonomous learning in students develops the capacities, abilities and attitudes to generate their own learning, assuming an active role; It also considers that the teacher is a facilitator-mediator to achieve the competence of learning autonomously.