Socioeconomic Inequality and Autonomous Learning among University Students in Morocco: Access, Challenges, and Educational Opportunities

Socioeconomic inequality can strongly influence students' learning experiences and their ability to study independently. Students do not always have equal access to educational resources such as computers, internet connections, private tutoring, learning materials, and extracurricular activities. These differences can affect the amount of time and support students have for autonomous learning. This study examines the relationship between socioeconomic conditions and autonomous learning among university students in Morocco. It focuses particularly on differences in access to educational resources, financial pressure, study time, and opportunities for independent learning. A mixed-method approach was used, combining quantitative questionnaire data with qualitative interviews. The study involved 120 students from the English Department at Moulay Ismail University. The findings show important differences between students from higher, middle, and lower socioeconomic backgrounds. Students from higher socioeconomic backgrounds reported greater access to computers, internet services, private tutoring, and extracurricular learning activities. In contrast, students experiencing greater financial pressure reported less time for study and autonomous learning.