CONCEPTUAL FOUNDATIONS OF FORMING INTELLECTUAL INDEPENDENT LEARNING CULTURE IN STUDENTS WITHIN DIGITAL DIDACTICS

Abstract

The transition to digital didactics has fundamentally altered the educational landscape, necessitating new approaches to cultivating students’ intellectual autonomy and independent learning culture. This paper examines the conceptual foundations for developing an intellectual independent learning culture (IILC) in higher education students under digital conditions. Drawing on constructivist, connectivist, and self-regulated learning theories, the study proposes a multidimensional framework that integrates digital tools, metacognitive strategies, and learner agency. A mixed-methods analysis of theoretical literature and empirical insights reveals that effective formation of IILC requires synergistic integration of technological affordances, pedagogical design, and cultural-ethical dimensions. The findings underscore the importance of shifting from teacher-centered to student-driven digital ecosystems to foster critical thinking, self-regulation, and lifelong learning competencies. Challenges such as digital inequality and algorithmic influence are addressed, along with practical recommendations for pedagogical universities.