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.

În prezent, se vorbește mult despre necesitatea constantă de cercetare şi asigurare a condiţiilor favorabile pentru ca studenţii pedagogi să devină agenţi activi ai propriei formări, să-şi proiecteze, realizeze, evalueze traseul profesional şi să respecte principiul libertăţii în educaţie. Astfel, limitele libertăţii în educaţie depind de varietatea oportunităţilor şi de diapazonul perspectivelor de autoformare.