Abstract

This paper examines the long-standing international research interest in learning autonomy and self-directed learning. Given the crucial role of autonomous learning in the credit-based higher education model, the assessment and development of students’ self-learning competencies—particularly the clarification of component skills—are of significant importance. Using a systems approach, the study elucidates the conceptual formation of learning autonomy and self-learning ability. Practical observations from mathematics teaching at Hanoi University of Architecture indicate that the large volume of specialized knowledge and the high demands of applied design projects require students to demonstrate strong autonomy in independent research and the application of mathematics to professional assignments. Based on students’ learning practices, the article introduces definitions of learning autonomy, self-directed learning ability, and their core component competencies, along with corresponding indicators and criteria. These serve as a reference framework for observing and quantitatively assessing students’ self-learning capabilities within Vietnam’s credit-based higher education model.

Keywords: Competency framework, competence, learning autonomy, self-directed learning ability, skill development, students.