THE LECTURER'S ROLE IN EMPOWERING STUDENTS TO BECOME AUTONOMOUS LEARNERS IN TERTIARY EDUCATION: A CRITICAL LITERATURE REVIEW AND THEORETICAL ANALYSIS

Abstract

This comprehensive literature review critically examines the evolving role of lecturers in empowering tertiary education students to become autonomous learners. Situated within the broader context of educational transformation and the imperative for lifelong learning capabilities, this analysis explores how traditional lecture-based approaches are being challenged by constructivist and learner-centered paradigms. Drawing upon extensive research from educational psychology, applied linguistics, and higher education studies, this review synthesizes current understanding of learner autonomy development across multiple theoretical frameworks including self-determination theory, sociocultural theory, and constructivist learning theory. The analysis reveals significant gaps between theoretical understanding and practical implementation, highlighting the complex interplay between lecturer practices, institutional constraints, and student characteristics. Key findings suggest that effective promotion of student autonomy requires fundamental shifts in lecturer roles from knowledge transmitters to facilitative guides, supported by appropriate institutional frameworks and pedagogical approaches. The review concludes with evidence-based intervention strategies that address systemic, institutional, and individual levels of practice. This analysis contributes to the growing body of literature supporting educational transformation in tertiary contexts, providing comprehensive insights for researchers, educators, and policy-makers committed to fostering autonomous learners in higher education environments.