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Self-esteem is an essential element in the personal training of students in the educational system and for life. A direct correlation between high self-esteem and the ability to achieve autonomous and meaningful learning of students is recognized, but in the same way, autonomous learning imposes the need for independence and responsibility skills. The objective was to design a methodological strategy that allows the development of autonomous learning (fifth-year students) in correspondence with promoting factors that influence a boost in self-esteem as necessary skills for their intellectual growth. The research adopted a quantitative approach; types of correlational, experimental and longitudinal research. Theoretical methods were used in the conceptual theoretical analysis and the design of the instruments applied in the diagnosis made (observation, documentary analysis, interview and survey). The results obtained in the survey were applied to the validity and reliability tests (Cronbach's Alpha and R square) with the support of the SSPS V25 software. A procedure in approximation to the VALPER Method was proposed, which allowed the determination of six influential variables and their relative weights to be considered in the strategy, and that contribute to the development of self-esteem and learning. Through them, two Comprehensive Indexes were built that were evaluated before and after the implementation of the strategy and exhibit variations in self-esteem from 2.6344 to 2.9857 and in learning from 2.4067 to 3.1544, which demonstrate the effectiveness of the proposal made. [ABSTRACT FROM AUTHOR]