Fresh from the press: "'Independent learning’ in higher education: examining the dynamics of autonomy and collaboration" by Magdalena Fellner

In her new article in the "Journal of Further and Higher Education", Magdalena Fellner analyzes the role of independent learning among students and its impact on academic development. Based on her findings, she advocates for a more inclusive learning environment at higher edication institutions.

Fellner, Magdalena (2026). ‘Independent learning’ in higher education: examining the dynamics of autonomy and collaboration. Journal of Further and Higher Education, 1–18. https://doi.org/10.1080/0309877X.2026.2711358

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. 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.