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By the 21st century, education system in the world should prepare its citizens who are not merely knowledgeable but have multidimensional skills in facing globalization and future careers. In this context, various new pedagogical concepts appear: heutagogy, paragogy and cybergogy. In line with this development, educators are urged to implement the pedagogical transformations to use these new concepts. Review of literature shows that there are currently no criteria of heutagogy, paragogy or cybergogy that can be used as a guide in designing teaching and learning, especially in learning mathematics. Therefore, the objective of this study will specifically generate the themes and its' items for heutagogy criteria. Intensive document analyses were done related to teaching and learning models, several Malaysian higher education policy documents, best practices in effective learning environments both locally and abroad in general and in the field of mathematics education, as well as the literature review on aspect of heutagogical approach. The finding of the study revealed six themes for the heutagogical criteria in teaching and learning of mathematics, namely (i)Learner-defined learning contracts, (ii) Learner is the main person in forming a flexible curriculum, (iii) Learner-directed questions, (iv) Flexible and negotiated assessment (v) Reflective practice and, (vi) Collaborative learning. Significantly, these criteria provide a useful guide for instructors or lecturers to critically analyze each of the items and to better support students in learning mathematics for creating human capital with features such as flexible, creative, innovative and good problem solvers to meet the challenges for the future.

Synergizing Mathematical Learning at Higher Institution through Heutagogical Approach