EdTech as a Tool for Promoting Student Autonomy

Abstract

This study explored the role of educational technology (EdTech) in promoting student autonomy in Acehnese schools. As digital tools become increasingly embedded in education, the shift from teacher-centered to student-centered learning has gained urgency. Yet, EdTech is often used merely as a content delivery tool, with limited emphasis on fostering independent learning. This study investigates how students perceive EdTech in supporting their autonomous learning and identifies the specific features and practices that contribute to this process. Data were collected from two senior high schools in Nagan Raya, involving 30 students and 4 English teachers. Through semi-structured interviews, focus group discussions, and classroom observations, the study found that EdTech promotes autonomy through on-demand access to materials, immediate feedback, self-paced learning, and task flexibility. Students viewed EdTech as a learning companion, enabling them to review content, monitor progress, and take initiative in both classroom and out-of-class settings. Teacher practices such as digital goal-setting and reflective activities further enhanced learner independence. The findings align with previous research but add depth by emphasizing the synergistic role of teacher guidance and student voice in leveraging EdTech for autonomy. The study’s novelty lies in framing EdTech not just as a platform, but as a partner in developing lifelong, self-regulated learning habits. While the study was contextually limited to two schools, its implications highlight the importance of purposeful EdTech integration in curriculum design. Future research should explore broader and more diverse settings, combining qualitative and quantitative methods to deepen understanding. This study encourages schools to adopt autonomy-supportive technologies and pedagogies to prepare students for an evolving educational landscape.