Learner autonomy of polytechnic college students: diagnostic results and modeling of a comprehensive development system

The article is devoted to the problem of developing learner autonomy among students at polytechnic colleges. The aim of the study is to provide a theoretical and methodological substantiation of a comprehensive system for developing learner autonomy in polytechnic college students. The article reveals the theoretical foundations of the concept of learner autonomy, identifies its structural components, and describes the author’s developed model of a comprehensive system, which includes normative-methodological, content, organizational-technological, control-evaluative, and result-oriented blocks. The results of diagnostics of the levels of development of learner autonomy components among students are presented, and directions for its further formation in the context of vocational education are substantiated. The diagnostics involved 66 students of the Polytechnic College of the Yaroslav-the-Wise Novgorod State University. The novelty of the study lies in the fact that based on theoretical analysis and empirical results, the author defines the concept and structure of the learner autonomy of polytechnic college students and models a comprehensive system for its development. The study revealed the predominance of low and medium levels of development of learner autonomy components among students, leading to the conclusion that it is necessary to enhance students’ learner autonomy through the integration of pedagogical efforts by participants in the educational process and the use of project-based and reflective practices. The practical significance of the research lies in the possibility of applying the proposed model when designing educational programs and organizing students’ independent work.