HEUTAGOGY: JOURNEY TOWARDS A NEW TEACHING LEARNING ERA

Abstract

Heutagogy, a modern teaching-learning approach, supports lifelong learning and helps learners address various 21st-century challenges. This research aimed to examine secondary teachers' attitudes toward heutagogy, its basic principles, and its differences from traditional instructional approaches. A total of 100 secondary teachers were selected using simple random sampling and the lottery method. The study employed a mixed-method research design, including Systematic Review Analysis, Content Analysis, t-test, and ANOVA. The findings revealed that the core principles of heutagogy include learner agency, non-linear learning, self-efficacy, lifelong learning, reflection, meta-cognition, double-loop learning, and a friendly association with Information and Communication Technology (ICT). In contrast to general instructional approaches, heutagogy differs in several areas, such as the focus of the approach, the teacher’s role, goals, assessment processes, learner dependency, subject-centricity, and the motivational levels of learners. Results also indicated no significant difference in teachers' overall awareness of heutagogy. However, there was a significant difference between urban and rural teachers' awareness levels. Language teachers exhibited the highest awareness of heutagogy, followed by Science and Social Science teachers. This suggests varying levels of understanding and application of heutagogical principles across subjects and geographical contexts.