ISSN: 2226-6348
Open access
Heutagogy in education has emerged as a concept that will support education by giving students the choice of self-determined learning (SDL). However, any educational level can incorporate this strategy. The goal of this literature review is to examine the advantages and drawbacks of using the Heutagogy method in education. This systematic literature review examines the themes emerging from articles identified through the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to systematic reviews. Out of 123 papers from 2018 to 2022, 27 were extracted using two databases, Web of Science and Scopus, while considering inclusion and exclusion parameters. According to the literature study, there are several advantages to using the Heutagogy approach in education, such as improved mentoring skills for the Heutagogy approach, increased SDL among adult students and the development of Information and Communication Technology abilities. Subsequently, the Heutagogy approach’s adoption in education does face significant difficulties. Teachers, adult students and environmental factors are some of these difficulties. It is intended that this systematic literature evaluation would give educators a better grasp of the extent to which the Heutagogy approach would reshape education.
Agonacs, N., Matos, J. F., Bartalesi-Graf, D., & O’Steen, D. N. (2020). Are you ready? Self-determined learning readiness of language MOOC learners. Education and Information Technologies, 25(2), 1161–1179. https://doi.org/10.1007/s10639-019-10017-1
Akyildiz, S. T. (2019). Do 21st century teachers know about Heutagogy or do they still adhere to traditional pedagogy and andragogy? International Journal of Progressive Education, 15(6), 151–169. https://doi.org/10.29329/ijpe.2019.215.10
Al-Maawali, W. (2020). Affordances in educational technology: Perceptions of teachers and students in Oman. Journal of Information Technology Education. Research, 19, 931–952. https://doi.org/10.28945/4662
Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56–71. https://doi.org/10.19173/irrodl.v13i1.1076
Blaschke, L. M. (2021). The dynamic mix of Heutagogy and technology: Preparing learners for lifelong learning. British Journal of Educational Technology, 52(4), 1629–1645. https://doi.org/10.1111/bjet.13105
Blaschke, L. M., & Marin, V. (2020). Applications of Heutagogy in the educational use of e-portfolios. Revista de Educación a Distancia, 20(64), 1–21. https://doi.org/10.6018/red.407831
Bridgstock, R. (2016). Educating for digital futures: What the learning strategies of digital media professionals can teach higher education. Innovations in Education and Teaching International, 53(3), 306–315. https://doi.org/10.1080/14703297.2014.956779
Bugreeva, E. A. (2019). Challenges and solutions in teaching adults: An in-company course of English. Journal of Teaching English for Specific and Academic Purposes, 7(4), 413–421. https://doi.org/10.22190/jtesap1904413b
Chun, T. C., & Abdullah, M. N. L. Y. (2021). Heutagogy approach in 21 st century teaching and learning: Practices and challenges in Malaysian higher education. ASEAN Journal of Teaching & Learning in Higher Education, 13(1), 20–40. https://doi.org/10.17576/ajtlhe.1301.2021.02
Djadir, D., Rusli, R., Ahmar, A. S., Rahman, A., & Abdullah, H. (2020). “OnLaing” a distance learning management information system platform with Heutagogy approach in Industrial Revolution 4.0: A design. Library Philosophy and Practice, 2020, 1–8.
Eckes, A., Großmann, N., & Wilde, M. (2018). Studies on the effects of structure in the context of autonomy-supportive or controlling teacher behavior on students’ intrinsic motivation. Learning and Individual Differences, 62, 69–78. https://doi.org/10.1016/j.lindif.2018.01.011
Fitri, Y., & Putro, N. H. P. S. (2021). EFL teachers’ perception of the effectiveness of ICT-ELT integration during the COVID-19 pandemic. In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020), 502–508.
Garrels, V., & Arvidsson, P. (2019). Promoting self-determination for students with intellectual disability: A Vygotskian perspective. Learning, Culture and Social Interaction, 22, 100241. https://doi.org/10.1016/j.lcsi.2018.05.006
Gillaspy, E., & Vasilica, C. (2021). Developing the digital self-determined learner through heutagogical design. Higher Education Pedagogies, 6(1), 135–155. https://doi.org/10.1080/23752696.2021.1916981
Hagiwara, M., Shogren, K. A., Lane, K. L., Raley, S. K., & Smith, S. A. (2020). Development of the self-determined learning model of instruction coaching model: Implications for research and practice. Education and Training in Autism and Developmental Disabilities, 55(1), 17–27. https://files.eric.ed.gov/fulltext/ED606491.pdf
Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: Journal of Applied Research in Workplace e-Learning, 1(1), 43–52. https://doi.org/10.5043/impact.13
Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Ultibase Articles, 5(3), 1–10.
Hase, S., & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111–118. https://doi.org/10.29173/cmplct8766
Hasin, I., & Nasir, M. K. M. (2021). The effectiveness of the use of Information and Communication Technology (ICT) in rural secondary schools in Malaysia. Journal of Education and E-Learning Research, 8(1), 59–64.
https://doi.org/10.20448/JOURNAL.509.2021.81.59.64
Jones, C., Penaluna, K., & Penaluna, A. (2019). The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy. Education & Training, 61(9), 1170–1186. https://doi.org/10.1108/ET-10-2018-0211
Kamrozzaman, N. A., Badusah, J., & Ruzanna, W. M. (2020). Development of Heutagogy approach in M-learning for sustainability education. Education and Information Technologies, 25(4), 3035–3047. https://doi.org/10.1007/s10639-020-10101-x
Kraus, S., Breier, M., & Dasí-Rodríguez, S. (2020). The art of crafting a systematic literature review in entrepreneurship research. International Entrepreneurship and Management Journal, 16(3), 1023–1042. https://doi.org/10.1007/s11365-020-00635-4
Levy-Feldman, I. (2018). The good teacher for the twenty-first century: A “mentoring teacher” with heutagogical skills. International Journal of Mentoring and Coaching in Education, 7(2), 177–190. https://doi.org/10.1108/IJMCE-10-2017-0067
Maren, M. S., Salleh, M. U. K., & Zulnaidi, H. (2021). Assessing prospective teachers’ soft skills curriculum implementation: Effects on teaching practicum success. South African Journal of Education, 41(3), 1–21. https://doi.org/10.15700/saje.v41n3a1915
Novotná, J., Eisenmann, P., Pribyl, J., Ondrusova, J., & Brehovsky, J. (2014). Problem solving in school mathematics based on heuristic strategies. Journal on Efficiency and Responsibility in Education and Science, 7(1), 1–6. https://doi.org/10.7160/eriesj.2013.070101.Introduction
Ottestad, G., & Gudmundsdottir, G. B. (2018). Information and communication technology policy in primary and secondary education in Europe. In J. Voogt, G. Knezek, R. Christensen, & K. W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 1–21). Springer International Handbooks of Education. https://doi.org/10.1007/978-3-319-53803-7_92-1
Ouahi, M. Ben, Hou, M. A., Bliya, A., & Hassouni, T. (2021). The effect of using computer simulation on students’ performance in teaching and learning physics: Are there any gender and area gaps? Education Research International, 2021, 1–10. https://doi.org/10.1155/2021/6646017
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., & Chou, R. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(1), 1–11. https://doi.org/10.1186/s13643-021-01626-4
Praherdhiono, H., Adi, E. P., & Prihatmoko, Y. (2018). Strengthening performance for teachers in early childhood education with Heutagogy on the utilisation of digital learning media and sources. Proceeding - 1st International Conference on Early Childhood and Primary Education (ECPE 2018), 74–79. https://doi.org/10.2991/ecpe-18.2018.16
Pulos, J. M., Peltier, C., Williams-Diehm, K. L., & Martin, J. E. (2020). Promoting academic and nonacademic behaviors in students with EBD using the self-determined learning model of instruction: A Mathematics example. Beyond Behavior, 29(3), 162–173. https://doi.org/10.1177/1074295619871009
Rahayu, N. W., Ferdiana, R., & Kusumawardani, S. S. (2021). Model of nonlinear learning path using Heutagogy. 2021 IEEE International Conference on Engineering, Technology & Education (TALE), 1011–1016. https://doi.org/10.1109/TALE52509.2021.9678642
Raley, S. K., Shogren, K. A., Rifenbark, G. G., Thomas, K., McDonald, A. F., & Burke., K. M. (2020). Enhancing secondary students’ goal attainment and self-determination in general education mathematics classes using the self-determined learning model of instruction. Advances in Neurodevelopmental Disorders, 4(2), 155–167. https://doi.org/10.1007/s41252-020-00152-z
Ribers, B., Balslev, G. M., & Jensen, C. R. (2021). Education, collaboration and pedagogical phronesis: Essential dimensions in professional learning and development. Professional Development in Education, 1–16. https://doi.org/10.1080/19415257.2021.1902835
Salmi, H., & Thuneberg, H. (2019). The role of self-determination in informal and formal science learning contexts. Learning Environments Research, 22(1), 43–63. https://doi.org/10.1007/s10984-018-9266-0
Schoenfeld, A. H. (2016). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics (Reprint). Journal of Education, 196(2), 1–38. https://doi.org/10.1177/002205741619600202
Shalatska, H. M. (2018). The efficiency of MOOCS implementation in teaching English for professional purposes. Information Technologies and Learning Tools, 66(4), 186–196. https://doi.org/10.33407/itlt.v66i4.2106
Shogren, K. A., Burke, K. M., Anderson, M. H., Antosh, A. A., Wehmeyer, M. L., LaPlante, T., & Shaw, L. A. (2018). Evaluating the differential impact of interventions to promote self-determination and goal attainment for transition-age youth with intellectual disability. Research and Practice for Persons with Severe Disabilities, 43(3), 165–180. https://doi.org/10.1177/1540796918779775
Shogren, K. A., Burke, K. M., Anderson, M. H., Antosh, A., LaPlante, E., & Hicks, T. (2020). Examining the relationship between teacher perceptions of implementation of the SDLMI and student self-determination outcomes. Career Development and Transition for Exceptional Individuals, 43(1), 53–63. https://doi.org/10.1177/2165143419887855
Sierra-Correa, P. C., & Kintz, J. R. C. (2015). Ecosystem-based adaptation for improving coastal planning for sea-level rise: A systematic review for mangrove coasts. Marine Policy, 51, 385–393. https://doi.org/10.1016/j.marpol.2014.09.013
Tan, S. Y. (2021). Reflective learning? Understanding the student perspective in higher education. Educational Research, 63(2), 229–243. https://doi.org/10.1080/00131881.2021.1917303
Tomczyk, ?., Mróz, A., Potyra?a, K., & Wn?k-Gozdek, J. (2022). Digital inclusion from the perspective of teachers of older adults-expectations, experiences, challenges and supporting measures. Gerontology & Geriatrics Education, 43(1), 132–147. https://doi.org/10.1080/02701960.2020.1824913
Vanslambrouck, S., Zhu, C., Pynoo, B., Thomas, V., Lombaerts, K., & Tondeur, J. (2019). An in-depth analysis of adult students in blended environments: Do they regulate their learning in an ‘old school’way? Computers & Education, 128, 75–87. https://doi.org/10.1016/j.compedu.2018.09.00
Widiaty, I., Riza, L. S., Abdullah, A. G., & Mubaroq, S. R. (2020). Multiplatform application technology–based Heutagogy on learning batik: A curriculum development framework. Indonesian Journal of Science and Technology, 5(1), 45–61. https://doi.org/10.17509/ijost.v5i1.18754
Winarno, A., Naim, M., Hia, A. K., & Hermana, D. (2021). Self-directed capability learning, Heutagogy and productivity of retirees moderating by ICT. Proceeding - 2021 2nd International Conference on ICT for Rural Development (IC-ICTRuDev), 1–5. https://doi.org/10.1109/IC-ICTRuDev50538.2021.9656514
Zakaria, A. F., Mohamed, M., & Mohamad, M. M. (2021). Efforts to improve knowledge and skills by adopting heutagogical approaches among technical and vocational’ educators. Journal of Technical Education and Training, 13(3), 172–179. https://doi.org/10.30880/jtet.2021.13.03.017
In-Text Citation: (Ramas et al., 2023)
To Cite this Article: Ramas, S., Yasin, R. M., & Adnan, N. H. (2023). Investigation on Heutagogy Approach in Education System: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 12(2), 1646–1666.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode