The content of the concepts «learner autonomy», «autonomous learner» is revealed in many psychological and pedagogical studies. Autonomous personality is understood as the subject of activity that can be purposive in charge of the implementation of decisions taken on their own, having “internal reserves” that determine their own development and is considered in the following aspects: self-determination and self-regulation of student’s personality, realized in the form of conscious choice of mode of action, taking into account both internal aspirations and external conditions; self-actualization, involving the presence of a conscious responsibility for their actions, behavior, understanding the importance of the individual’s personality and their constant pursuit of proper personal development; self-control, which consists in self-reliance, independence and activity of students in achieving their goals, in recognition of the need for personal growth [1].

There are well-known theories of learner’s autonomy in foreign science. So, David Nunan, considering the course of study in terms of autonomy and student-centered approach, offers nine steps promoting students from dependence to autonomy. According to the author, the development of autonomy is facilitated by: 1) more understandable for students learning objectives that are realized through active involvement of students in the learning process, avoiding mere informing; 2) giving students the opportunity to set their own goals and to change the content of the course of study; 3) encourage the use of a foreign language outside of the classroom; 4) increased understanding of the educational process; 5) formation of students’ own learning styles and strategies; 6) encouraging independent choice in decision-making; 7) giving students the opportunity to modify and adapt classroom lessons according to their preferences; 8) giving students the opportunity to perform in the role of  a teacher, 9) as well as a researcher [2].

Subsequently H. Reinders develops autonomy theory, based on the results of previous studies [3]. First of all, H. Reinders considers it necessary to determine the needs of students in the study of a foreign language [4], examine the strengths and weaknesses of the study group and each student individually, to promote the desire of students to share their results. Regarding the statement of the purposes the author agrees with the conviction of D. Nunan that students who have reached the level at which they can define their own goals and create their own learning opportunities, become autonomous [5], at the same time attention should be drawn to the fact that a teacher cannot always ignore the curriculum, so he/she should encourage perception of the course of study as one of the elements in the achievement of their goals.

In the American school of education autonomy is interpreted as an “idea that opposes a narrow framework of classroom learning, productive for the development of personal qualities such as creative fiction, will and initiative [6]. In the aspect of behavior autonomy is based on co-operation of students’ work, learning with the help of seniors – peer teaching.

In the British school of education implementation of the idea of learner autonomy implies a transfer of methodological knowledge to a learner. A key principle is teaching students methods of arrangement independent work on language material, formation of methodological competence of a learner – to teach others performing a function of a coach. New textbooks appear – teach-yourself books, to learn not only foreign languages but also methods of management of independent work – «Learning to learn» which is interpreted as training of learners – trainers of other learners. A student is an agent of learning activities, along with the teacher, a new pedagogical approach is being developed – «Learner centered approach» or an «Approach with a learner’s leading role» [7].

In the process of acquiring knowledge two basic lines can be singled out – one of which is active (i.e. I’m responsible for my success or failure, a teacher just guides me, assists me as may be necessary) or passive (i.e. I must be taught, and a teacher is responsible for all my failures). Sometimes expectations and demands imposed on one of the participants of learning process are unilateral and unjustified because learning activity is a cooperation of a teacher and a student and both parties are responsible for the outcome. There are two extremes in shifting the responsibility for success or failure of educational activity on one side of the learning process.

It’s very difficult to master a foreign language independently, without a teacher’s assistance in a group or individually. Hence the impression that teacher’s role in a foreign language acquisition is decisive. This is just partly true. Learning a language as a medium of communication seems unattainable if there is no contact with a real or classroom partner. However, students explicitly or unconsciously expect a teacher to be not a partner or model of a native speaker but a narrator, mediator and guide; a teacher must be an «ideal mechanism», implementing a process of learning, who shares his/her power, knowledge, skills and that’s why he/she shall…, must…, is responsible…etc. Teacher’s functions also include an increase and maintenance of motivation to language learning [8].

Rational approach to learning involves the creation of all necessary conditions for improving students’ educational autonomy. We agree with the position of  D.Little, who highlights that “the decisive factor [in fostering the growth of learner autonomy] will always be the nature of the pedagogical dialogue” [9]. Manifestation of students’ autonomy in the learning process should be promoted by modern learning tools, developed in the context of a rational approach and based on social interaction between teacher and learner. Therefore, in determining methods and means of education it is important to take into account the particular student’s age, type of student’s intelligence, his/her cognitive style [10].

At student’s age value-oriented activities become more active, serving as a unity of views, attitudes, approval of the objectives of activities. Student, as a subject of educational activity, is not just building an overall picture of the world, but is developing his/her own attitude to everything that can be known and seen. Therefore, in their mental performance combine activity of analyzing thought, inclination to reasoning and particular emotionality. At this age, there is an improvement of communicativeness, large differentiation of emotional reactions and expressions of emotional states, increase of self-control and self-regulation [11].

An important aspect of autonomy is an opportunity to experiment with the language material, to go beyond the learning environment, including the acquired knowledge in realities of everyday life [12]. At the organization of independent work outside of the classroom it’s necessary to avoid the same type of training exercises that do not provide feedback. For the development of the autonomy reflection is critical. An effective tool for this process can be language portfolio that performs a supervisory function as well as self-monitoring function. Language portfolio is an alternative means of assessing the acquired knowledge, skills and abilities. Its use in the learning process gives students confidence and stimulate motivation for further study.

However, the introduction of the system of gradual transition to the autonomy does not guarantee full shift of the emphasis from a teacher to a student. Awareness of the student that he/she is appreciated as a person and a sense of support, active involvement of a student in the learning process, undoubtedly contributes to the development of autonomous thinking, which in turn contributes their participation in planning practical implementation of objectives and evaluation of results of their learning [13].

Therefore, we believe that methodological solutions – organization of educational material, methods, techniques, ways and means should be based on a basic level of education, refracted through the prism of the individual student and his/her future professional interests, through internal and external context.

It should be noted that autonomous effectiveness is guaranteed not only by a learner but also by educational system, its theoretical, methodological, reference and information foundations, its availability for students, potential for self-rating and autonomy.

In other words, an educational institution creates favorable conditions for self-directed learning of a student and pedagogical communication of a teacher with a learner. The idea of student autonomy will not develop without conscious and sustainable teacher autonomy. Teacher as an independent and responsible person, as a medium of knowledge, methods, information, ways of organizing activities, is a model, an example to which the students will be guided, especially at the initial stage of learning a foreign language [14].

Speaking about learner autonomy, we do not mean that a student must be left alone with the challenge of learning a language. But the final result (after which the acquisition of language still continues) is the absence of necessity for our mediation. Good result is when a learner is capable, ready to raise his / her level independently. The goal is not to increase learners’ activity but to build up their self-determination, it’s a matter of inner attitude, area of responsibility which – ideally – must gradually and continually develop up to self-sufficiency.

Distance learning has become an integral part of the educational system in the context of digitalization and global changes, such as the COVID-19 pandemic. With the transition to the online format, an important aspect of the success of the educational process is the psychological readiness of students for self-directed learning. This includes the ability to effectively organize their study activities, manage time and motivation, as well as overcome potential psychological barriers related to isolation and stress.

The purpose of this study is to analyze the psychological readiness of students for self-directed learning in the context of distance education and identify the factors influencing the successful adaptation of students to the online learning format.

Research objectives:

• To study the impact of various factors (individual, social, technological) on the psychological readiness of students for distance learning using the case study method and comparative analysis.
• To evaluate the effectiveness of existing solutions and approaches to preparing students for self-directed learning in the context of distance education.
• To develop recommendations for increasing the psychological readiness of students for self-directed learning in the online format.
• To identify trends in the development of distance education and predict possible changes in the organization of the educational process.

Case study method in studying psychological readiness of students

The case study method involves detailed descriptions and analysis of real-life situations in which students face problems related to distance learning. We consider several typical cases that reflect various aspects of psychological readiness and student reactions in the online education environment [1].

We surveyed five graduates from Dagestan state university who studied under the conditions of distance education. Each of them encountered different difficulties related to online learning, which allowed us to cover several aspects of psychological readiness.

Research process

We selected students who completed their studies during the pandemic and went through distance learning. These were graduates representing various faculties and fields: economics, psychology, engineering, humanities, and others. Students were chosen based on their experience with online learning over several semesters. For each graduate, a personalized questionnaire was prepared, including questions covering key aspects of the remote learning process. The questions were aimed at assessing self-organization and time management skills, which allowed us to determine how effectively students managed their schedules and workload. Additionally, the psychological condition of the graduates and their adaptation to distance learning were studied, including stress levels, motivation, and perception of changes in the educational environment. The questionnaire also included questions about technical problems and their impact on the educational process, which helped identify technological barriers that could have lowered the quality of education and affected student performance.

Each graduate was asked to answer questions during an online interview. The students shared their impressions, described specific difficulties they faced, and discussed the solutions they applied to overcome these issues. We carefully analyzed the students’ responses, highlighting key points that illustrated problems and psychological readiness for learning in the context of distance education. The case study method allowed us to gain a comprehensive understanding of the variety of situations students encounter in distance learning. The results of the study provide a clear understanding not only of the difficulties but also of the solutions that helped students cope with these problems and adapt to the new format.

Now, after describing the general approach to the methodology of the study and the characteristics of the participant selection, we will move on to analyzing specific cases that reflect the real experiences of students.

Case 1

Stanislav (problems with self-organization).

Context: Stanislav is a graduate of the Economics department. In the first months of his studies, he faced problems with self-organization. The entire learning process depended on his ability to independently plan his time and work without the direct supervision of instructors (Table 1).

Table 1. Student case description: problems, solutions, results

Case 2

Anna (psychological state issues).

Context: Anna is a graduate of the faculty of Psychology. Unlike other students, she did not experience problems with self-organization but faced significant psychological difficulties due to social isolation. During remote learning, she felt loneliness, depression, and a lack of live communication, which led to a decrease in academic activity. This experience showed her how important support and interaction with others are for effective learning.

She noted that despite the availability of online consultations, the sense of social connection and communication was still insufficient for many students (Table 2).

Table 2. Student case description: problems, solutions, results

Case 3

Dmitry (technical difficulties).

Context: Dmitry – graduate of the faculty of mathematics and information technology. Dmitry’s main problems were not so much psychological as technical. Issues with internet connectivity, insufficient awareness of available educational platforms, and technical failures during online lectures significantly reduced the effectiveness of the learning process (Table 3).

Table 3. Student case description: problems, solutions, results

Case 4

Marina (motivation problems).

Context: Marina – graduate of the faculty of archaeology and cultural heritage. Marina encountered a lack of motivation to study in the context of distance education. With the transition to the online format, it became harder for her to absorb the material and maintain interest in the academic subjects (Table 4).

Table 4. Student case description: problems, solutions, results

Case 5

Elena (overcoming stress and anxiety).

Context: Elena is a graduate of the faculty of Sociology. During distance learning, she experienced stress and anxiety due to uncertainty in the learning process, potential failures, and increased workload (Table 5).

Table 5. Student case description: problems, solutions, results

Evaluation of the effectiveness of existing solutions

The analysis of case studies based on real examples of students learning in the context of distance education allows us to identify both the positive and negative aspects of current solutions and approaches applied in preparing students for self-directed learning [2].

One of the key issues is the insufficient psychological readiness of students for independent learning. Existing solutions in the field of distance education provide broad access to educational platforms and materials, but they do not always offer comprehensive support for students in the areas of self-organization, motivation, and emotional well-being [3]. In particular, students who lack experience with online learning face difficulties in planning their time and managing their academic load. This, in turn, leads to a decrease in academic activity and motivation, which affects their success in learning.

Another important aspect is the psychological strain associated with social isolation. Despite the availability of online consultations and support groups, many students feel loneliness and a loss of social connection, which leads to a deterioration in their psycho-emotional state [4]. The lack of face-to-face communication and insufficient attention to students’ emotional well-being in distance education are serious problems that need to be addressed. It is important to note that even with the availability of psychological assistance programs and support groups, they are not always accessible at the right time and do not always fully meet students’ needs.

Technical difficulties also affect students’ psychological readiness for distance learning [5]. Issues with internet connection, technical glitches during exams or assignments create additional stress, which can lead to a negative perception of the educational process and lower students’ confidence in their abilities.

In general, the current solutions for preparing students for distance learning can be considered partially effective. They provide access to educational materials and consultations, but the mechanisms for psychological and social support are not sufficiently developed, which significantly reduces the success of students’ adaptation to the online learning format. It is necessary to more actively integrate elements of psychological support, develop programs for self-organization and stress resilience, and also account for the technical limitations faced by students studying in conditions of unstable internet or insufficient technical preparation [6].

Recommendations for improving students’ psychological readiness for self-directed learning in online format

Based on the analysis of existing solutions and identified problems related to students’ psychological readiness for self-directed learning in the context of distance education, several key recommendations can be made to improve the effectiveness of students’ adaptation to the online format.

Development of self-organization and time management skills. One of the main issues identified during the study is the insufficient ability of students to self-organize in the context of distance learning. To address this, it is important to implement courses and training on time management that will help students plan their learning more effectively. These courses can include practical techniques such as using planning apps, creating schedules with regular breaks, and implementing self-control and goal-setting methodologies. Additionally, universities should actively involve students in the process of controlling their own learning. Regular progress checks, such as checkpoints and interim reports, will help students feel responsible for their educational process and reduce procrastination levels [7].

Psychological support and creation of social connections. Social isolation is a serious issue for many students in the context of distance education, which negatively affects their psychological state. An important step will be implementing a more active system of psychological support. This could include regular online consultations, both individual and group, to address issues related to adapting to distance learning. It is also important to develop platforms for communication between students, where they can share experiences, discuss course materials, and find support. Regular virtual meetings with instructors, seminars, and round tables aimed at improving social interaction will help reduce the sense of isolation and strengthen students’ sense of belonging to the academic community.

Integration of stress resilience and emotional regulation training. For successful adaptation to distance learning, it is important to develop programs that increase students’ psychological resilience. Students often experience stress and anxiety due to uncertainty, technical issues, and the inability to have face-to-face communication with instructors [8]. Implementing stress resilience and emotional regulation training will help students cope with emerging difficulties and maintain psychological well-being. The programs should include elements such as relaxation methods, meditation, exercises for emotional control, and practices aimed at mindful acceptance of the situation. It is also important to conduct these trainings regularly, especially at the beginning of the academic year or semester, when students face the most challenges.

Improving technical support and accessibility of platforms. One of the critical factors influencing the success of distance learning is the technical difficulties faced by students, especially those with limited access to high-quality internet connections or insufficient technical skills. It is important to improve technical support and ensure the accessibility of educational platforms for all students, regardless of their location. Universities can create special online courses to teach students how to use educational platforms and provide additional resources for students facing technical issues. It is also essential to provide real-time support to resolve emerging technical problems, which will help minimize stress caused by technical failures.

Motivation through active engagement and the use of hybrid formats. To increase students’ motivation to learn in a distance education setting, it is crucial to actively engage them in the learning process. Hybrid formats, which combine online sessions with face-to-face interactions, can be helpful in this regard. This can be a blended format of lectures and seminars, as well as online meetings with instructors where students can ask questions and receive real-time answers [9]. The use of interactive teaching methods, such as gamification, group projects, discussions, and practical assignments, significantly increases students’ interest in the learning process [10]. It is also important to implement a reward system for active participation in learning, such as bonuses for completing additional assignments or participating in webinars.

Supporting students in the process of adapting to university life. To enhance students’ psychological readiness for distance learning, it is important to consider not only aspects of self-organization but also psychological adaptation to university life as a whole [11]. A crucial step will be creating special courses or adaptation programs for freshmen, where students can familiarize themselves with the specifics of distance learning, understand how to properly allocate their study time, and develop skills in stress resilience and emotional regulation. These programs can include introduction to learning platforms, consultations with instructors and psychologists, as well as meetings with other students, which will help strengthen students’ sense of community and confidence in the learning process [12].

The implementation of these recommendations will not only improve students’ psychological readiness for self-directed learning but also significantly enhance their adaptation to the conditions of distance education, ensuring a higher level of satisfaction with the learning process and its outcomes.

Continuing to analyze current issues and recommendations for improving students’ psychological readiness for self-directed learning in online formats, it is important to consider the broader context of the development of distance education. Understanding key trends in this process will not only help identify directions for improving existing educational solutions but also predict how the learning process will evolve in the future. Let us explore the main trends in the development of distance education that will influence the organization of the learning process and the psychological preparation needs of students.

Trends in the development of distance education

In recent years, distance education has become an integral part of the educational process, and its development continues to accelerate, taking into account both the challenges and opportunities arising in the era of digitalization. Based on current observations, several key trends can be highlighted that are likely to define the future of distance learning.

Integration of artificial intelligence (AI) and data analytics. One of the prominent trends is the integration of AI technologies into distance learning processes. The implementation of AI will significantly improve the individualization of the learning process by offering students courses and materials tailored to their knowledge level, preferences, and learning style. AI systems will be able to track students’ progress in real time, providing instructors with analytics and recommendations to adjust learning plans [13].

Development of hybrid learning formats. Given that distance education has proven its effectiveness, the hybrid format, which combines online courses with face-to-face classes, continues to develop. This allows flexibility in learning, meeting the needs of students who can choose a convenient time and place for studying materials, while also staying involved in in-person activities, such as seminars and laboratory work. This approach is actively used in leading universities and is expected to expand in the future [14].

Use of virtual and augmented reality. Virtual reality and augmented reality are increasingly being used in distance education. These technologies allow the creation of interactive and immersive educational materials that can be particularly useful for students studying in fields such as medicine, engineering, or art. In the future, as these technologies develop, their use is expected to become even more accessible and widespread.

Mobilization of educational platforms. Mobile applications for distance learning are becoming increasingly popular. Students want to have the flexibility to study anywhere and anytime, and mobile platforms perfectly meet this need. The development of universal and convenient mobile solutions for online courses, with access to lectures, assignments, and even exams, will become an important part of the future educational process.

Forecast of possible changes in the organization of the educational process

With the development of distance education and its integration into traditional educational institutions, significant changes are expected in the organization of the educational process. These changes will affect both the organization of academic activities and the methods of teaching and interaction with students [15].

Redistribution of study hours and reduction of traditional lectures. Due to the growing popularity of online courses and video lessons, there will be a redistribution of study hours. Traditional lectures, which once occupied a significant amount of time, may be shortened or moved to the online format, freeing up time for practical sessions, seminars, and laboratory work. This will make the learning process more flexible and individualized, providing an opportunity to use additional time for self-study [16].

Shift to more personalized learning programs. In the future, distance education will strive for even greater personalization. Each student will be offered courses and materials corresponding to their interests, learning pace, and preferences in education. Modern data analysis systems and AI will help create personalized learning trajectories that take into account individual successes and challenges [16].

Strengthening interaction between instructors and students. Despite the growing popularity of online courses, instructors will remain key figures in the educational process. However, the role of the instructor will change – they will become more of a mentoring figure, focusing on supporting students, answering questions, and correcting mistakes, rather than simply delivering information. Modern educational platforms will actively use feedback systems and online consultations to maintain communication between the instructor and the student, which will also improve the quality of education [17].

Evolution of knowledge assessment and control systems. Current methods of knowledge assessment in distance learning need to be revised. In the future, the assessment of students’ achievements will become more comprehensive, taking into account not only final exams but also the ongoing process of involvement in the educational process. Monitoring systems for students’ performance and the use of electronic portfolios will allow for better tracking of each learner’s progress and the adjustment of their learning trajectory.

Integration of international educational standards. In light of the globalization of education and expanding opportunities for international learning, universities and educational institutions are likely to integrate international standards for distance education. This will open new opportunities for students, providing access to courses and certifications from leading global universities, and will also allow the creation of more universal educational programs oriented towards international requirements and standards [18].

Conclusion

The study of students’ psychological readiness for self-directed learning in the context of distance education has identified key aspects influencing students’ successful adaptation to the new learning format.

In the first section, we analyzed the main challenges faced by students in the online format, including insufficient self-organization, psychological strain due to social isolation, and technical difficulties. These issues became the foundation for further recommendations for improving existing solutions. In particular, we proposed the development of self-organization programs, enhanced psychological support, and the creation of hybrid learning formats to help students feel more engaged and supported.

In the second section, we assessed the effectiveness of current solutions proposed to enhance students’ psychological readiness. It turned out that, despite the availability of educational platforms and psychological assistance, there are gaps in integrating these solutions, particularly in terms of personal motivation and social support for students. It was shown that case study-based solutions do not always take all aspects of individual student preparation into account and require further improvement.

The third section provided recommendations aimed at solving the identified problems, the most important of which include the development of self-organization skills, strengthening psychological support, and increasing technical support availability. It was also emphasized that the future of distance education involves the use of artificial intelligence, hybrid learning formats, and new technologies such as virtual and augmented reality.

Despite the shortcomings of existing solutions, distance learning has several clear advantages, especially in the face of current challenges. It allows students to organize their time flexibly, studying in a place and at a time that suits them. This is particularly important for those who combine study with work or live in remote areas. The online format also opens access to educational materials and resources that may not be available in traditional formats and allows for the active use of new technological tools and learning methods. During the pandemic, distance education ensured the continuity of the educational process, which was critically important for maintaining the quality of education.

In conclusion, it can be stated that the tasks of evaluating the effectiveness of existing solutions, identifying trends, and forecasting changes, as well as developing recommendations for improving students’ psychological readiness, have been successfully completed. The aim of the study, which was to deeply analyze the problems of distance education and suggest ways to address them, has been achieved.