The paper "Knowing Your Learners to Scaffolding Their Autonomy: The Perspective of Learner Capability and Perception" by Duangthida Hussadintorn Na Ayutthaya, Pisut Komsap, and Cathal de Paor explores the importance of learner autonomy in engineering education. Autonomy is defined as the ability to take charge of one's learning, encompassing skills such as self-awareness, independent learning, creativity, and decision-making. The authors highlight that learners with high autonomy are more willing and responsible in completing tasks and have a stronger potential to sustain and enhance their competencies over their professional careers. The paper discusses various strategies that promote learner autonomy, such as learner-led research, project-based learning, and community service learning. However, it notes that not all students engage equally well with these activities due to varying levels of autonomy. To address this, the authors propose a four-quadrant analysis of learner autonomy based on the perspectives of learner capability and value perception. This analysis helps instructors determine the autonomy level of their students and develop appropriate instructional scaffolding to support their development. A case study of engineering students in a Product Design and Development course is presented to illustrate the application of this analysis. The study found that most students were in the "developing autonomy" category, indicating that while they perceived the value of the course and gained some understanding, they needed more guidance and practice in applying their knowledge. The analysis tool revealed the students' autonomy levels and provided insights into their class performance, enabling instructors to plan targeted actions to enhance their autonomy. The paper concludes that the learner autonomy analysis tool is promising for supporting instructors in understanding and scaffolding their students' autonomy, but it requires careful interpretation of students' expressions and class performance to accurately map them onto the tool. The study was funded by the European Commission under the 'Reinforcing Non-University Sector at the Tertiary Level in Engineering and Technology to Support Thailand Sustainable Smart Industry (ReCap 4.0)' project.The paper "Knowing Your Learners to Scaffolding Their Autonomy: The Perspective of Learner Capability and Perception" by Duangthida Hussadintorn Na Ayutthaya, Pisut Komsap, and Cathal de Paor explores the importance of learner autonomy in engineering education. Autonomy is defined as the ability to take charge of one's learning, encompassing skills such as self-awareness, independent learning, creativity, and decision-making. The authors highlight that learners with high autonomy are more willing and responsible in completing tasks and have a stronger potential to sustain and enhance their competencies over their professional careers. The paper discusses various strategies that promote learner autonomy, such as learner-led research, project-based learning, and community service learning. However, it notes that not all students engage equally well with these activities due to varying levels of autonomy. To address this, the authors propose a four-quadrant analysis of learner autonomy based on the perspectives of learner capability and value perception. This analysis helps instructors determine the autonomy level of their students and develop appropriate instructional scaffolding to support their development. A case study of engineering students in a Product Design and Development course is presented to illustrate the application of this analysis. The study found that most students were in the "developing autonomy" category, indicating that while they perceived the value of the course and gained some understanding, they needed more guidance and practice in applying their knowledge. The analysis tool revealed the students' autonomy levels and provided insights into their class performance, enabling instructors to plan targeted actions to enhance their autonomy. The paper concludes that the learner autonomy analysis tool is promising for supporting instructors in understanding and scaffolding their students' autonomy, but it requires careful interpretation of students' expressions and class performance to accurately map them onto the tool. The study was funded by the European Commission under the 'Reinforcing Non-University Sector at the Tertiary Level in Engineering and Technology to Support Thailand Sustainable Smart Industry (ReCap 4.0)' project.