Learner autonomy is a key learning outcome in engineering education, involving self-directed learning, reflection, creativity, and decision-making. It is essential for modern workplaces and helps students take responsibility for their learning. However, students vary in their autonomy levels, which affects their ability to engage in challenging tasks. This paper presents a four-quadrant learner autonomy analysis based on students' capabilities and perceptions to help instructors determine their autonomy levels and develop appropriate instructional scaffolding. A case study of engineering students is presented, showing how different levels of autonomy affect learning outcomes. The study highlights the importance of active learning methods, such as project-based learning, to foster learner autonomy. Traditional lecture-based methods are less effective as they do not engage students actively. Instead, methods that encourage student-centered learning, such as group discussions and collaborative projects, are more effective. These methods allow students to take ownership of their learning and develop skills necessary for real-world applications. Learner autonomy can be measured through various scales, including the Autonomous Learning Scale (ALS), which assesses students' self-perceived autonomy. However, self-assessment may not always reflect actual autonomy, so it is recommended to combine it with other objective measures, such as learner diaries. The study also identifies four levels of learner autonomy: explorer, surveyor, navigator, and pathfinder, each reflecting different degrees of independence and self-directed learning. The study found that most students were in the developing autonomy category, meaning they perceived the value of product design and development but needed guidance to apply their knowledge effectively. Students with higher autonomy were more confident and able to complete tasks independently. The study also found that students with prior work experience were better able to apply their skills in group projects. The paper concludes that learner autonomy analysis can help instructors understand students' autonomy levels and plan appropriate instructional strategies to enhance their autonomy. This approach supports the development of students' competencies and prepares them for real-world challenges. The study also highlights the importance of using a variety of teaching methods to accommodate different learning styles and ensure all students can engage in meaningful learning experiences.Learner autonomy is a key learning outcome in engineering education, involving self-directed learning, reflection, creativity, and decision-making. It is essential for modern workplaces and helps students take responsibility for their learning. However, students vary in their autonomy levels, which affects their ability to engage in challenging tasks. This paper presents a four-quadrant learner autonomy analysis based on students' capabilities and perceptions to help instructors determine their autonomy levels and develop appropriate instructional scaffolding. A case study of engineering students is presented, showing how different levels of autonomy affect learning outcomes. The study highlights the importance of active learning methods, such as project-based learning, to foster learner autonomy. Traditional lecture-based methods are less effective as they do not engage students actively. Instead, methods that encourage student-centered learning, such as group discussions and collaborative projects, are more effective. These methods allow students to take ownership of their learning and develop skills necessary for real-world applications. Learner autonomy can be measured through various scales, including the Autonomous Learning Scale (ALS), which assesses students' self-perceived autonomy. However, self-assessment may not always reflect actual autonomy, so it is recommended to combine it with other objective measures, such as learner diaries. The study also identifies four levels of learner autonomy: explorer, surveyor, navigator, and pathfinder, each reflecting different degrees of independence and self-directed learning. The study found that most students were in the developing autonomy category, meaning they perceived the value of product design and development but needed guidance to apply their knowledge effectively. Students with higher autonomy were more confident and able to complete tasks independently. The study also found that students with prior work experience were better able to apply their skills in group projects. The paper concludes that learner autonomy analysis can help instructors understand students' autonomy levels and plan appropriate instructional strategies to enhance their autonomy. This approach supports the development of students' competencies and prepares them for real-world challenges. The study also highlights the importance of using a variety of teaching methods to accommodate different learning styles and ensure all students can engage in meaningful learning experiences.