Abstract

This research study aims to explore the barriers and hurdles may be faced by university teachers while implementing or adopting autonomous learning techniques in their university classrooms. Qualitative research design was used to conduct this research study because the purpose of the study was to explore teachers’ views and perspective about implementing autonomous learning techniques. 10 university teachers who were teaching at university level to different classes were conveniently selected for this purpose. A self-developed interview guide was used to conduct interviews from university teachers. The interview guide was based on open ended probe type questions related to problems university teachers may face if they want to implement autonomous learning in their university classrooms. The average length of these interviews were 23 minutes. The researcher used thematic analysis to analyze qualitative data in this regard different themes and codes were generated to interconnect and simplify the important characteristics of the data. Teachers were opined that this may be a challenging task to implement autonomous learning techniques in their university classrooms and the reasons are: lack of teacher training, disciplinary problems and resistance from students, administrative hurdles, difficulties in developing assessment framework and creating motivational environment for autonomous learning techniques.