Learning Autonomy, Technological Practices, and Student Engagement Among BSED Students in Kolehiyo ng Pantukan: A Mixed Method Study

In teacher education, student engagement is a critical factor in academic development and professional preparation. Learning autonomy and technological practices foster active participation, sustained involvement, and meaningful learning experiences essential for future educators in digital environments. This study examined the relationship among learning autonomy, technological practices, and student engagement among BSED students. Using a convergent parallel mixed-method design, the study determined the relationships among the variables and explored students’ experiences with autonomy and technology use in relation to engagement. A total of 272 students participated. Data were collected through validated questionnaires on learning autonomy, technological practices, and student engagement, supplemented by open-ended questions for qualitative insights. Quantitative data were analyzed using mean scores and Pearson r, while qualitative responses were thematically analyzed to complement the quantitative findings. Results showed that students demonstrated high levels of learning autonomy and technological practices, which corresponded to strong engagement. Learning autonomy was most evident in self-regulation skills, while technological practices were strongest in integrating pedagogy with technology. Qualitative findings indicated that coping strategies, peer collaboration, and instructional guidance sustained engagement despite challenges. Overall, greater learning autonomy and proficient technology use positively influenced student engagement. The study highlights the importance of self-directed learning, responsible technology integration, and collaborative strategies to enhance engagement, offering insights for preparing future educators for effective teaching and learning.