Open AccessEmpowering Heutagogy for 21st Century Learning
Author(s) -
Gowrie Vinayan,
Davindran Harikirishanan
Publication year - 2021
Publication title -
systematic literature review and meta-analysis journal
Language(s) - English
Resource type - Journals
eISSN - 2753-9148
pISSN - 2753-913X
DOI - 10.54480/slrm.v2i2.17
Subject(s) - andragogy , popularity , subject (documents) , sociology , grounded theory , pedagogy , engineering ethics , field (mathematics) , epistemology , psychology , adult education , social science , engineering , computer science , qualitative research , social psychology , philosophy , mathematics , library science , pure mathematics
Heutagogy a term which describes self-determined learning with principles deeply engrained in andragogy has recently gained popularity as a learning technique due to limited attention for a period of time. The core principle of heutagogical teaching and learning technique is to encourage learners to be self-determined and is grounded upon the development of learner’s individual capability with the primary goal of grooming learners to gracefully survive the complexities of the rapidly globalizing economies. The renewed attention towards heutagogy is partly due to the advancement of technology. With the learner-centric design, technological advancement greatly supports the heutagogical approach by sustaining the expansion of learner generated subject. Therefore, this article collates crucial commentaries and opinions from various scholars in the field. This article is built grounded on various relevant literatures and thoroughly defines the intriguing concept of heutagogy and andragogy to a certain extent. This article offers a foundation for further discussions and impactful research into heutagogy as an emerging learning technique and a theory which would revolutionize the education system while nurturing life-long and mature learners who are academically and professionally prepared for the rapidly globalizing economy.