Learning autonomy, autonomous learning, and self-directed learning are central in contemporary labour markets, and in many higher education institutions they are key learning goals. It is also a facet of broader personal development. This text outlines the meta-didactics of autonomy and autonomous learning from an Activity Theory point of view. Activity [Activity: Swedish: “Verksamhet”, German: Tägigkeit] Theory is a trans-disciplinary approach for the study of development, learning and change. Meta-didactics refer to the more abstract and managerial principles which guide the construction of didactic principles, which in turn are principles that structure a specific teaching moment, or the behaviour of a digital tool.

Autonomous learning spans both practices where learners learn in autonomous mode in school, higher education, workplace learning and life-long learning institutions.

In order to make clear what difference it does to think about learning autonomy in Activity Theory terms, Boud’s writings on autonomy is taken as a reference, mainstream version of autonomy. What does it mean when individuals’ autonomy increases or decreases in the context of the larger activity systems in which they participate? The main outcome of the text is the prioritization matrix in the Conclusions section. The intended use of the text is in pedagogical activity in general as well as when infrastructuring and designing educational technology. Though this text is rather technical in nature, the meta-didactic principles are also important for learner-led learning activity, i.e. that the concepts in this text are grasped by learners.