Eduscrum and Student Autonomy in Algerian Higher Education: A Mixed-Methods Investigation of an Agile Pedagogical Framework

Abstract

This study investigated whether the Eduscrum framework , an agile, sprint-based adaptation of Scrum principles , can enhance autonomous learning among second-year master students of English at Mohamed Lamine Debaghine Sétif 2 University, Algeria. Grounded in learner autonomy theory and agile learning principles, the study also examined students’ perceptions of the intervention. Using a two-group, pre-post-test mixed-method design across a sample of 78 students (39 experimental, 39 control), the research collected data through classroom observations, diagnostic instruments, attitudinal scales, and pre/post-tests analyzed with SPSS. Results demonstrated significantly stronger autonomous learning gains in the experimental group following the Eduscrum intervention, while the control group showed no comparable improvement. A post-experimental satisfaction scale revealed overwhelmingly positive perceptions, with students reporting that the framework improved their task organization, self-evaluation, and sense of learning responsibility. These findings position Eduscrum as a viable, evidence-based pedagogical framework for fostering learner autonomy in higher-education language contexts.