Towards a Glocalized Learner Autonomy: A Systematic Review of Moroccan Higher Education

Abstract

This systematic review explores the integration of learner autonomy within Moroccan Higher Education, focusing on its current state and the factors influencing its development and effectiveness. A qualitative thematic analysis was employed to review and synthesize existing literature, providing a comprehensive understanding of the topic. The review identifies a fragmented understanding of learner autonomy in Moroccan academia, with many studies relying on Western definitions and models. While theoretically sound, these models may not fully address the practical challenges in Moroccan classrooms. An emerging trend is the incorporation of self-regulated learning within autonomous learning frameworks, though its application remains underexplored. The review highlights a significant gap in research on practical strategies for fostering learner autonomy, with most studies focusing on perceptions and attitudes rather than actionable interventions. Methodologically, there is a notable dominance of quantitative approaches, which, while valuable, fail to capture the nuanced experiences of learners and educators, underscoring the need for qualitative research. The findings emphasize the necessity of a glocalized conception of autonomy, integrating local educational practices and cultural nuances to foster a more relevant approach. This review underscores the importance of engaging both teachers and students in developing and implementing autonomous learning strategies, ensuring that practices are grounded in classroom realities. By adopting a participant-centered research approach and embracing methodological diversity, more effective educational practices and policies can be developed, enhancing autonomous learning in Moroccan higher education.