The rapid digitalisation of higher education has foregrounded the need for pedagogical frameworks that cultivate genuine student autonomy. This study proposes and verifies a comprehensive methodology for developing independent learning activities (ILA) within an electronic learning environment (ELE). Building on constructivist and self-determination theories, the model integrates adaptive learning analytics, reflective e-portfolios, and tutor-facilitated metacognitive scaffolds. A mixed-methods design was employed at Tashkent State Pedagogical University: quantitative indicators of learner autonomy were tracked in a learning-management-system (LMS) over one semester (n = 214), while qualitative insights were obtained from semi-structured interviews (n = 26). Findings demonstrate statistically significant gains in self-regulation, task-persistence, and digital literacy among the experimental cohort compared with a control group. Qualitative data corroborate that personalised feedback loops and purposeful peer interaction catalyse sustained engagement. The article concludes that the proposed methodology offers a scalable route to embedding ILA across diverse ELE contexts, provided that institutional policies secure continuous tutor support and ethical analytics.

Independent learning, electronic learning environment, self-directed learning

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