This study explored learner perceptions and readiness for autonomy after one year of emergency remote learning. An open-ended survey was administered to 850 first-year undergraduates across eight faculties. Qualitative analysis of learner perspectives highlighted positive and negative impacts of self-directed online learning in areas such as technology, social relationships, affective issues, and self-monitoring strategies. The researchers concluded that autonomy-based educational technology should be widely adopted in higher education contexts and, if possible, pre-university orientation programs.