This topic covers each learner’s role in learning and what learning engineering teams need to understand and do to facilitate a learner-centric perspective. Learning is something done by learners, it is not something done to them. Learning engineering teams and education and training practitioners can offer experiences, conditions and motivators, but ultimately the learning requires focus and effort by learners. Part of learning engineering leverages what science has discovered about learner mindsets and behaviors that lead to productive learning. By understanding the role of the learner, learning engineering practitioners can create conditions that support the mindsets and habits of behaviour that learners must have and do to be productive learners. This ties to motivational aspects of learning such as relevance and purpose, where learners connect their studies to real-world applications, seeing the value in what they are learning. Cultivating these mindsets and nurturing productive behaviours through design choices—such as encouraging self-reflection, providing actionable feedback, and framing challenges as opportunities—supports learners in overcoming obstacles and sustaining motivation over time, ultimately leading to more meaningful and effective learning experiences.