ROLE OF HEUTAGOGY IN ENHANCING DISTANCE EDUCATION OUTCOMES

Abstract

Heutagogy, a self-determined learning approach rooted in the principles of andragogy, has gained renewed attention in recent years after a period of relative obscurity. This approach emphasizes learner autonomy and self-direction, focusing on developing learners' capacities and capabilities to prepare them for the complexities of modern workplaces. Heutagogy has been proposed as a relevant theory for leveraging emerging technologies in distance education and as a guide for educators in designing and delivering instruction through tools such as social media. In the 21st century, advancements in information and communication technologies have prompted significant restructuring across various sectors, including education. Governments worldwide are aligning educational policies with technological progress, recognizing the transformative potential of these innovations. Distance education, as a field, integrates pedagogy, technology, and instructional system design to provide learning opportunities to students outside traditional classroom settings. The increasing integration of computer networks into distance education methods highlights the ongoing evolution of this approach. This article explores the shifting dynamics of distance education driven by technological advancements, offering insights into its various elements and definitions. It places particular emphasis on the concept of heutagogy, underscoring its importance in reshaping distance education practices for the digital age.