The issue of respecting the liberty principle in education becomes a necessary preoccupation in pedagogical higher education because it requires academic freedom of educators. The analysis of educators’ professional referenciary allows ascertaining the presence of an ensemble of psycho-pedagogic competences, which converge and integrate itself into the competence of educational autonomy. In the research educators competence of educational autonomy is defined as an integrated ensemble of attitudes, abilities, knowledge, experiences adequately and spontaneously exercised in various pedagogical situations with the aim of professional self-defining, mustering, reorganizing and applying internal/external resources for the accomplishment of educational goals from the perspective of a responsible citizen.