Factors Contributing to Learner Autonomy in Higher Education Institutions in Azerbaijan

This study explores how faculty and bachelor students perceive learner autonomy (LA) in Azerbaijani higher education and examines factors influencing its development. Using an interpretivist approach, the study conducted semi-structured interviews with a purposive sample of seven third-year undergraduate students and five faculty members from two different universities in Baku. Thematic analysis was used to compare and contrast the views of participants from both institutions. The results show that both groups define LA in terms of self-regulation and responsibility, but students often see it as freedom from outside control and individual self-study, whereas faculty emphasizes its metacognitive and developmental role. LA was significantly influenced by institutional structures. The elective courses were considered supportive but often undermined by curriculum overload and a ‘chronic hurry’ caused by excessive assignments. Pedagogically, the transition of faculty from traditional lecturers to “facilitators” was seen as important. The findings also indicate that family trust and early habits of independence are major catalysts, while the "school base" legacy of rote learning and teacher-dependency is a major barrier. Finally, faculty and students view Artificial Intelligence (AI) as an effective tool for research and a threat to deep understanding. This study concludes that fostering learner autonomy in Azerbaijan requires systematic, context-sensitive reforms, including the integration of autonomy-supportive pedagogies and curriculum redesign.