UTAS Forum Explores Fostering Learner Autonomy in Digital Education

The Preparatory Studies Centre (PSC) at the University of Technology and Applied Sciences (UTAS)-Al Mussanah concluded its Third Online PSC Forum on January 7-8, 2026, focusing on advancing learner autonomy within the digital era. The two-day virtual event gathered educational specialists to deliberate on modern methodologies for cultivating self-directed learning capabilities among students. The forum proceeded under the official patronage of His Excellency Said Hamed Al Rubaii, the Vice Chancellor of UTAS, emphasizing the institution's commitment to pedagogical innovation and quality enhancement.

The high-level gathering directly addressed the escalating need for teaching strategies that prioritize the learner, particularly given the accelerating pace of technological evolution in education. The program featured keynote presentations from two internationally recognized authorities in autonomy-supportive education. Professor Jo Mynard, a specialist in learner autonomy and advising from Kanda University of International Studies (Japan), delivered one of the principal addresses. Professor Mynard currently directs the Self-Access Learning Center (SALC) at Kanda University of International Studies (KUIS) and has facilitated self-access language learning since 1996.

Professor Mynard’s extensive work includes co-editing and authoring significant texts on learner autonomy and advising, and she serves as the Director of the Research Institute for Learner Autonomy Education (RILAE) at KUIS. Her research interests frequently intersect with the psychology of language learning and the evolution of self-access spaces into social learning environments. The second keynote was presented by Professor Cem Balçıkanlı from Gazi University in Türkiye, whose academic focus encompasses teacher education and the cultivation of learner autonomy within the Department of Foreign Language Education.

Professor Dr. Balçıkanlı’s scholarly work examines how classroom textbooks either encourage or hinder learner autonomy, noting that traditional, teacher-dominated instructional styles can present barriers to development. The comprehensive schedule for the virtual forum included six specialized online sessions that explored critical areas such as technology-enhanced learning environments and autonomy-supportive pedagogies. These sessions facilitated an exchange of practical insights regarding novel classroom practices among a global cohort of attendees.

This initiative by the PSC at UTAS-Al Mussanah aligns with UTAS's broader strategic vision to promote educational quality and integrate digital advancements for sustainable development within the Sultanate of Oman. Learner autonomy, defined as the capacity to take charge of one's own learning process, is increasingly recognized as a mainstream educational goal globally. The forum provided a vital platform for educators to network and share perspectives on effectively implementing these autonomy-centric, digitally-supported strategies, ensuring education remains responsive to the contemporary digital landscape.