This study seeks to investigate the efficacy of guided independent learning practices in higher education. The common pedagogical approach encourages students to embrace responsibility, take charge of their learning, and foster independence in their academic journey (Amushigamo et al. 2017). A significant proportion of study hours is typically allocated to guided independent learning. However, concerns arise about students' clarity regarding the components, focus, and direct relevance of these practices to learning outcomes, potentially diminishing their effectiveness. There are also apprehensions regarding some students disproportionately focusing on areas directly tied to assessments, thereby reducing motivation for wider independent learning and devaluing the holistic learning experience (Knesek, 2022). Adding to complexity, implementation, and support of independent learning are significantly influenced by differences among disciplines, types of institutions, and students' prior abilities and expectations (Thomas et al., 2015).

Research confirms that instructors play a pivotal role in motivating students to engage in independent learning beyond the classroom, acknowledging the need for guidance and feedback to spur self-directed learning (Regan, 2003). While there is an assumption that all students will equally invest in and benefit from guided activities, studies indicate that, given dynamic changes in student populations, addressing diverse needs has never been more critical (Stodolsky et al., 2000). Thus, appropriate scaffolding, realistic expectations, and recognition of diverse learning needs become imperative in designing effective learning activities not only within but also beyond classroom.

To gauge changing attitudes towards independent learning in undergraduate business studies, a survey consisting of open and close-ended questions was administered. Preliminary results indicate a significant preference of over 66% of respondents for structured, instructor-led learning over independent study. Interestingly, despite recognising the latter's importance and direct positive impact on academic performance, majority of respondents perceive it as less effective. Structured activities directly guided by lectures emerge as the preferred mode of learning.

In exploring preferences for methods and resources used in directions for independent learning, the traditional approach of providing recommended readings beyond core materials appears to be the least engaged-with activity among students. In contrast, alternative forms of independent study, such as interactive content, videos, web searches, and practical tasks, attract higher preference. An intriguing observation emerges when correlating these individual preferences with students' own learning styles.

Results of this study advise of a necessity to re-think and enhance inclusive and accessible independent learning provision, thereby improving the overall student experience for diverse student groups. The findings suggest that integrating new modes of learning that reflect principles of accessibility, personalisation, and inclusivity should not only be applied to instructional elements but also to the independent learning component that consumes a significant portion of students' study hours. With the aim of providing insights for educators seeking to optimise the delivery of inclusive and engaging learning, a summary of specific practical suggestions will be provided.

Keywords: Independent Learning, Student Engagement, Inclusive Education.