Abstract
This study examines the impact of digital technologies on students’ learning independence. Data was collected from 450 students and 50 educators within EU universities sing a structured Learning Independence Questionnaire focused on self-regulation, time management, problem-solving, adaptability, and the perceived impact of technology. Multiple regression analysis identified significant predictors of learning autonomy, and Cohen’s d quantified differences in perception between students and educators. Results indicate that students observe greater benefits from digital technologies than educators, particularly in selfregulation, problem-solving, and the perceived impact of technology (Cohen’s d = 0.23–0.31). This suggests a potential undervaluation of digital learning benefits by educators or an overestimation by students. Self-regulation is the strongest predictor of learning independence (β = 0.35, p < 0.001). Analysis also revealed that STEM students reported higher levels of learning independence than humanities students (p = 0.03), and postgraduate students reported higher levels than undergraduates (p = 0.02). Limitations include the reliance on self-reported data, the sample’s focus on EU universities, and the questionnaire’s focus on five key indicators. Findings suggest a need for tailored educational strategies that leverage digital tools to enhance learning autonomy. To achieve this, educators could consider aligning their approaches with students’ perceived benefits by providing structured support and integrating digital tools to foster self-regulation, problemsolving, and adaptability, thereby bridging the perception gap and optimizing digital learning environments for diverse educational backgrounds.