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A purposive sample of nine teachers from two institutions represents novice, mid-career, and near-end career stages. Semi-structured interviews provide primary data, analyzed through thematic analysis guided by constructivist and humanistic educational theories. 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The research focuses on a purposively selected group of nine teachers from two institutions, representing various stages of teaching careers: novice, mid-career, and near-end career. Employing semi-structured interviews as the primary data collection method, the study delves into the teachers’ pedagogical practices and experiences. Thematic analysis, underpinned by constructivist and humanistic educational theories, was used to interpret the data. The findings reveal several key strategies: fostering empathy through collaborative learning, utilizing reflective practices, integrating cultural awareness in language learning, encouraging student-led learning, emphasizing interactive communication activities, and incorporating technology for empathetic engagement. These strategies reflect a blend of constructivist and humanistic approaches, tailored to the specific cultural and educational context of Vietnam. The study contributes to the field by providing insights into the adaptation of teaching methods in non-Western contexts, highlighting the importance of contextually relevant practices in language education. It underscores the significance of fostering empathy and autonomy in EFL learners, suggesting a shift towards more holistic, student-centered learning approaches.  \nKeywords: empathy, learner autonomy, perspectives, strategies, Vietnamese tertiary EFL education  \nINTRODUCTION  \nThe quest to nurture learner autonomy in language education, particularly in the context of English asa Foreign Language (EFL), remains a prominent theme in educational research (Little et al., 2003; Han, 2020). Previous studies have highlighted various approaches to fostering learner autonomy, such as promoting self-regulated learning and enhancing metacognitive strategies (Benson, 2013; Holec, 1996; Yaşar & Atay, 2023) . Despite these advancements, there remains a significant gap in understanding how these approaches can be integrated with the development of socio-emotional skills like empathy in EFL contexts. This study narrows its focus to a specific yet vital aspect of learner autonomy: the development of empathy in learners. It specifically examines the strategies employed by Vietnamese tertiary EFL teachers to foster this crucial skill. Empathy, the ability to understand and share the feelings of others, is integral to effective communication (Meyers et al., 2019) . It extends beyond mere linguistic prowess, touching upon the socio-emotional facets of language learning (Leightin et al., 2018) . In EFL settings, empathy is especially critical as it aids learners in grasping diverse cultural nuances and perspectives, thereby enriching their language learning experience (Calloway-Thomas, 2010) .  \nCitation: Thuy, P. T., & Thao, L. T. (2025) . Teachers’ perspectives and strategies in enhancing learner autonomy and empathy in Vietnamese tertiary EFL education. Anatolian Journal of Education, 10(1), 179-192.  \n[https://doi.org/10.29333/aje.2025.10113a](https://doi.org/10.29333/aje.2025.10113a)  \nThis study is set against the backdrop of the Vietnamese tertiary education system, which has been experiencing significant transformations. These changes include a shift towards more student-centered teaching approaches (Le, 2016) . However, despite the growing recognition of learner autonomy and empathy in educational discussions, research specifically focused on Vietnamese EFL teachers’methods to foster these competencies remains scarce","cbCaie3YXFgO9XXE","https://ap.wps.com/l/cbCaie3YXFgO9XXE","pdf",300371,14,"English","# Introduction\n# Literature Review","[{\"question\":\"How does the study define learner autonomy and why is it important in EFL education?\",\"answer\":\"Learner autonomy is presented as giving learners more control over their learning, including decision-making and responsibility. It is linked to engaged, reflective learning and stronger lifelong learning outcomes in EFL contexts.\"},{\"question\":\"What is empathy in the context of language learning, according to the study’s literature review?\",\"answer\":\"Empathy is described as understanding others’ emotions and perspectives, including emotional and cognitive components. In EFL settings, it helps learners navigate cultural differences and enrich communication.\"},{\"question\":\"What strategies do Vietnamese tertiary EFL teachers use to foster both autonomy and empathy?\",\"answer\":\"Teachers’ strategies include collaborative learning to foster empathy, reflective practices, integrating cultural awareness, encouraging student-led learning, using interactive communication activities, and incorporating technology to support empathetic engagement.\"}]","Teachers’ Perspectives and Strategies in Enhancing Learner Autonomy and Empathy in Vietnamese Tertiary EFL Education | PDF",1792073735,35]