Abstract Autonomous learning4 is a bundle of cognitive, behav­ioural and individual emotional/motivational aspects (ability and willingness). Knowledge, ability and willing­ness are at the centre of autonomous learning. With the help of networked and dynamic knowledge, students can facilitate the course of their own learning process. With the ability competence, they apply suitable strate­gies and what they have learnt. The willingness compo­nent can strengthen their self-image and help them per­ceive their own learning process as significant and to feel responsible for their own learning. This practice-ori­ented article deals with autonomous learning at univer­sities. Its aim to present how autonomous learning is managed at different universities. Firstly, autonomous learning at selected higher education institutions in Al­bania, Kosovo and Switzerland is presented and then compared using a theory-based model. The results of a study tour of Swiss students to Kosovo and Kosovar students to Switzerland then complete the article as ex­amples of how autonomous learning was promoted and how it was experienced by the students.

+ Reihe DOKinsight, Vol. 1