Self-determined learning by students has become an important topic in higher education didactics in recent years, serving as a central component of study programs or individual courses. One of the key questions is how self-learning arrangements must be designed to optimally support individual and collective learning processes. If learning is understood not as a process controlled by others but as a self-determined educational path, the establishment of self-learning arrangements must not be limited to the mere application of didactic recipes or techniques. This volume therefore encourages critical reflection and context-sensitive design of self-learning arrangements. The range of contributions spans from theoretical foundations of self-determined learning to practical examples that describe how elements can be integrated.