after Nizami, Doctor of Pedagogical Sciences (DSc)., Uzbekistan Smetova Jumabiyke Hamidullaevna

Аннотация

The rapid digitalisation of higher education has foregrounded the need for pedagogical frameworks that cultivate genuine student autonomy. This study proposes and verifies a comprehensive methodology for developing independent learning activities (ILA) within an electronic learning environment (ELE). Building on constructivist and self-determination theories, the model integrates adaptive learning analytics, reflective e- portfolios, and tutor-facilitated metacognitive scaffolds. A mixed-methods design was employed at Tashkent State Pedagogical University: quantitative indicators of learner autonomy were tracked in a learning-management- system (LMS) over one semester (n = 214), while qualitative insights were obtained from semi-structured interviews (n = 26). Findings demonstrate statistically significant gains in self-regulation, task-persistence, and digital literacy among the experimental cohort compared with a control group. Qualitative data corroborate that personalised feedback loops and purposeful peer interaction catalyse sustained engagement. The article concludes that the proposed methodology offers a scalable route to embedding ILA across diverse ELE contexts, provided that institutional policies secure continuous tutor support and ethical analytics. Keywords: Independent learning, electronic learning environment, self-directed learning, adaptive analytics, higher education.