This qualitative study investigates the strategies employed by Vietnamese tertiary English as a Foreign Language (EFL) teachers to enhance learner autonomy and empathy, within the evolving landscape of Vietnam's education system. The research focuses on a purposively selected group of nine teachers from two institutions, representing various stages of teaching careers: novice, mid-career, and near-end career. Employing semi-structured interviews as the primary data collection method, the study delves into the teachers' pedagogical practices and experiences. Thematic analysis, underpinned by constructivist and humanistic educational theories, was used to interpret the data. The findings reveal several key strategies: fostering empathy through collaborative learning, utilizing reflective practices, integrating cultural awareness in language learning, encouraging student-led learning, emphasizing interactive communication activities, and incorporating technology for empathetic engagement. These strategies reflect a blend of constructivist and humanistic approaches, tailored to the specific cultural and educational context of Vietnam. The study contributes to the field by providing insights into the adaptation of teaching methods in non-Western contexts, highlighting the importance of contextually relevant practices in language education. It underscores the significance of fostering empathy and autonomy in EFL learners, suggesting a shift towards more holistic, student-centered learning approaches.