This article examines the conceptual and applied dimensions of independent learning within higher education, emphasizing its importance in developing lifelong learning competencies. Grounded in the "Lifelong Education" philosophy introduced by P. Lengrand at the 1965 UNESCO forum, the discussion advocates for learner-centered educational models. It highlights the need to transition from rigid, traditional curricula to more dynamic and adaptable learning structures. Furthermore, the paper differentiates between "independent work" and "independent activity," underscoring their respective roles in fostering autonomy, critical thinking, and creative engagement among students. The article concludes by proposing that independent learning be positioned as a foundational element of modern higher education to meet the demands of a rapidly changing global context.

learner autonomy, lifelong learning, flexible education, independent activity, higher education reform, knowledge evolution, self-directed learning

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