This study explores the role and extent of academic autonomous learning among students from two public universities in central Ecuador. Recognizing the importance of self-directed learning in higher education, especially in post-pandemic contexts, the research aims to assess how students apply autonomous work strategies in their academic routines. A total of 158 students from four different academic programs participated in the study. Data were collected using the validated CETA instrument, which evaluates six dimensions of autonomous work: expansion, collaboration, conceptualization, planning, exam preparation, and participation. The research adopts a quantitative, non-experimental, cross-sectional approach. Statistical methods included descriptive analysis, Pearson correlations, t-tests, ANOVA, and Chi-square tests. The findings reveal a high level of internal consistency in the CETA d...