ArticlePDF Available
111
STEWART HASE & CHRIS KENYON
Complicity: An International Journal of Complexity and Education
Volume 4 (2007), Number 1 • pp. 111–118 • www.complexityandeducation.ca
SEMANTIC PLAY AND POSSIBILITY
Invited Contribution
Heutagogy:
A Child of Complexity Theory
STEWART HASE AND CHRIS KENYON
Southern Cross University (Australia)
One of the great joys of being an academic is that you get to play in the world
of ideas and words. It is like being invited to get into your favourite sandpit
every day and fool around and see what happens. One of the problems with
this, however, is that sometimes people ask you to explain the curious sand-
castle you built or that odd looking shape in the corner. As those of you who
have a psychological interest might know, the psychoanalytically minded
in the profession make a lot of what we do in sand pits and the things we
create. They are a very symbolically minded lot. We mention this because
what follows is very much a child of our bias, world view, experience and,
perhaps, deep unconscious. Chris is an educator, researcher and consultant
known for his work in education and culture through his book, ‘More than
G’day’. Stewart is, variously, an academic, consultant, trainer, psychologist,
and psychotherapist.
Both of us had been interested for a while in complex adaptive systems
and had played a lot with the systems thinking of Bertanafly (1950), Ackoff
and Emery (1972), Fred Emery (1971–1986), and Emery and Trist (1965), for
example. For the most part they conceptualised the differential nature of
environments and how systems and environment could influence each other.
Bertanafly, in particular, challenged the notion that systems are always seek-
ing equilibrium and do in fact adapt to external change. Complexity Theory
112
Heutagogy
seemed to us to be a natural progression to this theoretical development, in
tune with the functioning of the modern world. More importantly, given our
interest in learning, a number of complexity theorists had already pointed
out its implications for learning (e.g., Davis and Sumara 1997; Doll 1989;
Doolittle 2000). The notions of change or learning and bifurcation as being
natural phenomena that result from stress on the system was particularly
appealing. As educators, and me as a psychologist and psychotherapist,
it had become obvious to us (and many constructivists around the globe
I am sure) that people only change in response to a very clear need. This
usually involves distress such as confusion, dissonance, and fear or a more
positive motive such as intense desire. The satiated and the comfortable are
less likely to make a behavioural change no matter what others may desire
and we’ll come back to this later in relation to teacher-centred approaches
to learning.
We also like to make the distinction between knowledge and skill
acquisition and learning. We see these as quite different processes. Knowl-
edge and skills or competencies can be acquired and even reproduced. But
this is not learning at a deeper cognitive level. Learning is an integrative
experience where a change in behaviour, knowledge, or understanding is
incorporated into the person’s existing repertoire of behaviour and schema
(values, attitudes and beliefs). For example, it is possible to acquire a set
of competencies that one can repeat in familiar or known circumstances.
However, if learning has taken place, competencies can also be repeated
and even adapted in unfamiliar, unanticipated situations.
Against this background it appeared to us that there were some deficien-
cies with the existing notions of pedagogy and andragogy. While Malcolm
Knowles (Knowles 1970) contributed greatly to our understanding of the
limitations of pedagogy when it came to adult learning by defining andra-
gogy, we thought that andragogy did not go far enough. Any examination of
learning experiences and curricula designed around andragogical principles
certainly demonstrated the capacity for linking into the adult experience and
recognised the advantages of self-directed learning. However, curricula were
still very much teacher-centric with little opportunity for any real involve-
ment at a micro or even macro level by the learner.
So, over a bottle of a nice crisp white wine one cold Canberra evening,
Chris and I described the notion of self-determined learning that best de-
scribed an extension to pedagogy and andragogy. Chris eventually came up
with the term heutagogy, which is derived from the ancient Greek for ‘self’
with some adjustments and the ‘agogy’ added. Heutagogy is concerned
with learner-centred learning that sees the learner as the major agent in
their own learning, which occurs as a result of personal experiences. The
teacher might think that he or she can control the learning experience but
113
STEWART HASE & CHRIS KENYON
we think the teacher’s role is limited to the transfer of knowledge and skills.
As well as being an agent in their own learning, it is impossible to predict
the extent and effect of bifurcation. Hence, the curriculum and learning
activities may become increasingly irrelevant at any point in the so called
‘learning process’.
Since the initial paper there has been a growing interest in the concept
that has resulted in some research and a number of theoretical papers looking
at how heutagogy might be further conceptualised and, more importantly,
applied in learning experiences. We’d like to quickly review where the
journey has gone thus far.
As noted above, we contextualised heutagogy with reference to com-
plexity theory (Hase and Kenyon 2000; Hase 2002). It thus seemed a natural
progression for us to examine a potential link between heutagogy and action
research (and necessarily to action learning but we’ll refer here just to action
research). Stimulated by her doctoral studies Renata Phelps and I (Phelps
and Hase 2002) wrote a paper describing what was for us a natural connec-
tion between action research and complexity theory. It seemed to us that
action research provides the flexibility of being able to try and understand
unpredictable and complex social phenomena. In addition both complexity
theory and action research emphasise the emergent nature of learning. We’ll
leave you to read the paper if you’d like to see the connections.
It was then a simple step to start thinking about how action research (and
action learning) might fall under the ways in which self-determined learning
might take place (Hase 2004; Tay and Hase 2004). Action research allows
experimentation with real world experience where learning is in the hands
of the participants. This learning can then be tested in subsequent learning
cycles. This is as close to real world learning as one can get in a controlled
setting where there is a legitimate observer who is also a participant and
learner all at the same time. In fact we have been able to document how
doctoral students undertaking action research theses have progressed from
pedagogical, then andragogical to heutagogical learning in the course of their
research (Hase, Tay and Goh 2006; Sankaran, Hase, Dick and Davies 2007).
This has been one of the few research projects conducted to investigate the
relevance of heutagogy in understanding the learning experience.
Another way in which heutagogy and complexity theory have been con-
nected conceptually is through the idea of capability (Phelps and Hase 2002;
Phelps, Hase and Ellis 2005; Kenyon and Hase 2001; Hase and Kenyon 2003;
Hase and Tay 2004; Hase 2002;). Capability is a holistic attribute and concerns
the capacity to use one’s competence in novel situations rather than just the
familiar, a justified level of self-efficacy for dealing with novel problems, hav-
ing appropriate values, being able to work in teams, and knowing how to learn
(Hase 2002; Stephenson 1994). It is posited that capable people are more likely
114
Heutagogy
to be able to manage the world envisaged by complexity theory. In support of
this contention, a recent study has demonstrated how dimensions of capability
delimited the practice of advanced nursing practitioners in complex health
situations (Gardner, Hase, Gardner, Dunn and Carryer 2007).
We have also been particularly interested in how heutagogical ap-
proaches might in fact develop capability among people in workplaces
(Hase and Kenyon 2003; Hase and Davis 1999; Kenyon and Hase 2001). The
competency movement has dominated much of the vocational education
and training agenda in Australia and other countries such as New Zealand
and the UK. While competencies (knowledge and skills) are obviously es-
sential for effective functioning in workplaces they are concerned with prior
ability in known contexts. Capability, however, is concerned with unknown
contexts that extend beyond competence. Modern workplaces are complex
adaptive systems that provide continuous and rapidly changing contexts.
Our research and thinking has concerned how the self-determined learning
that occurs in the normal course of work leads to capability can be under-
stood and harnessed. In response to this Wilmott and Barry (2002) found in
a review of vocational education and training that there has been a shift in
the sector from pedagogical to heutagogical approaches to learning.
It is not surprising that this same thinking in relation to heutagogy has
been applied to the developing world of online and e-learning (Albon 2006;
Ivan 2006; Keogh 2005) and the transformation of learning in the online
environment (Idrus and McComas). It is also encouraging to see that Heu-
tagogy has also been referred to in a number of other contexts examining
learning such as: early childhood teaching (Ashton and Newman 2006);
problem based learning in the health sector (Kavanagh and Nicol 2007);
technology education (Eberle and Childress 2007; ethics (Simms 2003); and
credentialing (Olliges and Mahfood 2004).
Thus far there appears, potentially to be a number of ways in which
heutagogical thinking might be applied to designing learning processes:
· Recognition of the emergent nature of learning and hence the need for
a ‘living’ curriculum that is flexible and open to change as the learner
learns;
· Related to this is the involvement of the learner in this ‘living’ cur-
riculum as the key driver.
· Recognising that knowledge and skill acquisition, and learning are
separate processes and need different approaches;
· Identification of learning activities/processes by the learner not just
the teacher.
· Using action research and action learning as meta-methodologies in
the learning experience.
115
STEWART HASE & CHRIS KENYON
· Involvement of the learner in the design of assessment, self-diagnosis
and application of knowledge in real life contexts.
· Collaborative learning;
· Coaching for individual learning needs and application.
There are two main agendas in our current work with heutagogy. The first
of these is to investigate through a focused research program whether or not
heutagogy is a useful concept. Some initial research is mentioned above but
there is more to do yet. It is surprising to see heutagogy spring up in so many
places such as curricula documents and theory papers despite only a modicum
of good research evidence to support it. Mind you, this should not discourage
thinking at a theoretical level. The second agenda, which may be related to the
first, is to understand further how learning takes place in complex adaptive
systems and then how to harness and facilitate these processes.
References
Ackoff, R .L. and Emery, F.E. 1972. On purposeful systems. Chicago: Aldine.
Albon, R 2000. Motivation, dialogue and heutagogy: Driving collaborative assessment
online, proceedings of the Education and Technology Conference, IEET, Calgary,
June 17–19.
Ashton, J and Newman, L. 2006. An unfinished symphony: 21st century teacher
education using knowledge creating heutagogies, British Journal of Educational
Technology, 37 (6): 825–840.
Bangura, A.K. 2004. Turbyi in the Muslim world with a focus in Saudi Arabia, paper
presented at the United States Agency for International Development Confer-
ence on Education in Islamic Countries, Washington, Nov 9.
Bertalanffy, L von 1950. The theory of open systems in physics and biology. Science,
3: 22-29.
Coughlan, R. 2004, From the challenge to the response, proceedings of the BiTE Project
Conference, Adastral Park, December.
Davis, B., and Sumara, D. 1997. Cognition, complexity and teacher education. Har-
vard Educational Review, 671: 105125.
Doll, W. E. 1989. Foundations for a post-modern curriculum. Journal of Curriculum
Studies, 21 (3): 243253
Doolittle, P. E. 2000. Complex Constructivism: A theoretical model of complexity and cog-
nition: Draft. Available: http://www.tandl.vt.edu/doolittle/research/complex1.
html. Accessed April 30 2007.
Eberle, J. and Childress, M. 2007. Heutagogy: It isn’t your mothers pedagogy any
more, New Science Association, Available: www.nssa.us/journals/2007-8-
1/2007-28-1.04.htm. Accessed 4th May 2007.
Emery, F. and Trist, E. 1965. The causal texture of organisations, Human Relations,
18: 2132.
Emery, F.E. Ed.. 1976-1981. Systems thinking Vols. 12. Harmondsworth, Middlesex:
Penguin.
116
Heutagogy
Gardiner, A, Hase, S., Gardner, G., Dunn, S. and Carryer, J. 2007. Nurse practitioner
competence and capability, Journal of Clinical Nursing, In press.
Hase, S. 2002a. Complexity and heutagogy, invited paper at a symposium held at
Middlesex University, UK.
Hase, S. 2002b. Simplicity in complexity: Capable people and capable organisations need
each other, paper presented at the Australian Vocational Education and Training
Association conference, Melbourne, April.
Hase, S. 2004. Action research in the workplace, pedagogy or pragmatism? That is the ques-
tion, paper presented at a symposium held for the Work and Learning Network,
University of Alberta, October.
Hase, S, Tay, B. H., and Goh, E. 2006. Developing management skill using action research:
moving beyond skills and competency, paper presented at the Hawaian International
Business Conference, Honolulu, May.
Hase, S, Tay, B. H., and Goh, E. 2006. Developing learner capability through action
research: from pedagogy to heutagogy in the workplace, paper presented at the Aus-
tralian Vocational Education and Training Research Association Conference,
Woollongong, April.
Hase, S., and Davis, L., 1999. Developing capable employees: The work activity
briefing, Journal of Workplace Learning, 8: 3542.
Hase, S., and Kenyon, C., 2000 From andragogy to heutagogy, Ultibase, RMIT, Dec.
Available, http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm. Accessed
April 30 2007.
Hase, S. and Tay, Boon Hou 2004. Capability for complex systems: Beyond competence,
proceedings of Systems Engineering / Test and Evaluation Conference, SETE
2004, Focussing on Project Success, Adelaide, 8 to 10 November, CD-ROM
Hase, S. and Kenyon, C. 2003. Heutagogy and developing capable people and capable
workplaces: Strategies for dealing with complexity, proceedings of The Changing
Face of Work and Learning conference, Alberta, Sept 2527.
Idrus, R. M. and McComas, K. 2006. Technology: Facilitating the transformation of
learning, paper presented at the 3rd International Conference on e-learning for
the Knowledge Based Sociatey, Bangkok, August 3–4.
Ivan, S. 2006. When I grow up I want to be a registrar, paper presented at the ARUCC,
Montreal.
Kavanagh, M. and Nicol, J. 2006. Creativity or conformity? Building Cultures of Cre-
ativity in Higher Education Conference, Cardiff, Oct.
Kenyon, C and Hase, S. 2001. Moving From Andragogy to heutagogy: Implications for
VET, paper presented at the AVETRA conference, Adelaide, March.
Keogh, M. 2005, Relationships not technology are the kyes to online learning, Available
at www.odloa.org/events/2005conf/naref/odloa2005.keogh.pdf. Accessed
April 30 2007.
Knowles, M. 1970 The modern practice of adult education: Andragogy versus pedagogy,
New York: Associated Press.
Long, D. 1990. Learner managed learning: the key to life long learning and development,
New York: Kogan Page.
Olliges, R. and Mahfood, S. 2004. Learned” in 60-Seconds: Assessment of Applied An-
dragogy in Credentialling Institutions“Learned” in 60-Seconds: Assessment of
117
STEWART HASE & CHRIS KENYON
Applied Andragogy in Credentialing Institutions, SOPHE.
Phelps, R , Hase, S., and Ellis, A. 2005. Competency, capability, complexity and
computers: Exploring a new model for conceptualising end-user computer
education. British Journal of Educational Technology, 36, (1): 6785.
Phelps, R. and Hase S., 2002 Complexity and action research: Exploring the
theoretical and methodological connection, Educational Action Research, 103:
503519.
Phelps, R., Ellis, A. and Hase, S. 2002 The role of metacognitive and reflective learning
processes in developing capable computer users, paper presented at Meeting at the
Crossroads: Proceedings of the 18th Annual Conference of ASCILITE, December
9–12: 481–490.
Sankaran, S, Hase, S, Dick, B. and Davies, A.T. 2007. Singing different tunes from
the same song sheet: four perspectives of teaching the doing of action research,
invited paper for special edition of Action Research, in press.
Sankaran, S., Hase, S. Dick, B. and Davies, A. 2006. Reflections on developing an
offshore, action research/ learning-based PhD program, Action Learning Research
and Practice, 3 (2): 197–211.
Stephenson, J. 1994 Capability and Competence: Are they the same and does it
matter? Capability, 1 (1): 3–4.
Tay, B. H. and Hase, S. 2004, Role of action research in workplace PhDs, Research in
Action Learning and Action Research Journal ALAR, 9 (1): 8192.
Wilmott, G. and Barry, C. 2002. How does learning best occur in VET? What is some of
the emerging thinking about VET pedagogy? Paper presented for NSW TAFE Com-
mission Directors Strategic Directions Workshop, Sydney, Nov 8.
About the Authors
Chris Kenyon has many years experience as a senior consultant and educator. He
has been director of two consulting organisations, and has worked with private
companies and government departments in Australia, New Zealand, Zambia, Saudi
Arabia, USA, Thailand and Malaysia. His book on cross-cultural communication
was a recommended text in many university courses, and for six years he ran the
“Strategies for Success” seminars designed to enhance the performance of senior
executives. He was director of an MBA level program for ten years, and is still a
guest presenter on a number of postgraduate courses. With Dr Stewart Hase in
2000, he introduced Heutagogy as a new approach to learning.
Stewart Hase is an academic, psychologist and psychotherapist, educator and
consultant. Until the end of 2007 he is employed at Southern Cross University in
the Graduate College of Management, in Northern NSW, Australia, where he has
been for 19 years. At the end of the year he is going into semi-retirement and will
pursue other interests as well as consulting should he be able to find anyone to drag
him away from golf, fishing, surfing, walking, reading and writing. It’s tough but
someone has to do it!. [e-mail: stewart.hase@scu.edu.au]
118
Heutagogy
© Copyright 2007. The authorS, Stewart Hase and Chris Kenyon, assign to the University
of Alberta and other educational and non-profit institutions a non-exclusive license to use
this document for personal use and in courses of instruction provided that the article is used
in full and this copyright statement is reproduced. The authors also grant a non-exclusive
license to the University of Alberta to publish this document in full on the World Wide
Web, and for the document to be published on mirrors on the World Wide Web. Any other
usage is prohibited without the express permission of the authors.
... In recent years, there has been a growing interest in heutagogy, a learning approach which places a strong emphasis on self-determined learning and offers a viable framework for satisfying the increasing need for skill development and lifelong learning. In heutagogy, students actively manage their learning process by determining what, how, and when to learn (Hase & Kenyon, 2007). ...
... Heutagogy, the term coined by Stewart Hase and Chris Kenyon in 2000 is a concept that gained prominence in the 21st century and offers a compelling framework for lifelong learning that empowers individuals to take control of their learning journey. It strongly emphasizes the development of self-determined and self-directed learners (Hase & Kenyon, 2007). Its key characteristics include learner autonomy, self-direction, and lifelong learning (Hase & Keynon, 2007;Blaschke, 2012). ...
... Unlike pedagogy (teacher-centered) and andragogy (adult-centered), heutagogy empowers learners to become autonomous, responsible, and self-regulated in their learning processes. The theoretical underpinnings of heutagogy are constructivism, humanism, capability, systems thinking, action learning, connectivism, rhizomatic learning, and neuroscience (Hase & Kenyon, 2007). Numerous educational settings, including higher education, career development, and vocational education, have used the heutagogical method. ...
Article
Full-text available
International Journal of Life Skills Education (2394-630X) Vol.8, No.2, July 2022. The twenty-first century has accompanied an era of rapid advancements in technology, globalisation, and transforming socioeconomic dynamics, making it challenging for conventional educational systems to keep up with the demand for practical life skills. Life skills acquisition and proficiency are necessary for personal development, adaptability, and success in an ever-evolving society. Traditional educational approaches frequently fail to provide learners with the dynamic and practical life skills required to navigate the complexity of modern life. This study investigates the notion of heutagogy-driven lifelong learning ecosystems as a possible method to address this quandary and describes the key components of such ecosystems to examine their influence on skill development using deductive thematic analysis. Heutagogy emphasises self-determined learning and places learners at the core of the educational process. It allows individuals to take charge of their learning journey by emphasising learner autonomy, self-direction, and lifelong learning. Individuals can foster crucial life skills throughout their lives by envisioning and designing lifelong learning ecosystems inspired by heutagogy. The potential for it to develop leadership, initiative, flexibility, adaptability, and accountability skills is highlighted in this paper. In today's connected world, heutagogical ecosystems promote collaboration and cross-cultural engagement. Lifelong learning ecosystems based on heutagogy have the potential to provide individuals with critical life skills, assisting them to flourish in a constantly evolving world. Managing the underlying issues and enabling fair access to such ecosystems are critical steps towards a more flexible and skilled society.
... Heuristics involves enabling individuals to discover or learn something on their own. Heutagogy is built upon foundational concepts from constructivism, humanism, capability, systems thinking, and action learning, as extensively described in previous works (e.g., Hase & Kenyon, 2000, 2007Hase, 2016). ...
... The results of this study are consistent with international research that highlights how heutagogy can improve student performance and engagement. As an example, Hase and Kenyon (2007) contend that heutagogy promotes a better comprehension of the material by empowering students to take charge of their education, which is especially advantageous in a variety of learning environments. Similarly, Lock et al. (2021) demonstrated the flexibility of this method across a range of educational settings by finding that incorporating heutagogical principles into technology-enabled learning environments dramatically enhanced student outcomes. ...
Article
Full-text available
Heutagogy, also known as self-determined learning, is a student-centered approach that emphasizes autonomy and capability development. In a heutagogical context, students actively explore areas of uncertainty within their topics. Teachers facilitate this process by providing background information and allowing students to delve deeply into subjects. This study explores the impact of the UPHOLD (Utilizing Positive Heutagogy on Learners’ Discipline) approach on the academic performance of Hearts and Hands Extended to Learners Progress (HELP) recipients for the academic year 2021-2022, using a descriptive-comparative method. The research focused on assessing changes in learners’ performance and the number of HELP recipients before and after the implementation of UPHOLD. The results indicated a significant improvement in performance for Grade 1 in Key Stage 1, while Grades 2 and 3 did not show the same improvement. In Key Stage 2, Grades 4, 5, and 6 all demonstrated noticeable improvement. Furthermore, there was a notable decrease in the number of HELP Program learners, suggesting that UPHOLD effectively promoted self-directed learning. However, it was observed that younger students in Grades 1 to 3, who struggle with independent learning, require more support. These findings highlight the importance of educators closely monitoring students' learning independence to foster effective habits and prevent disengagement.
... Similarly, a key concept in Heutagogy is self-reflection (Hase & Kenyon, 2007;Blaschke, 2012). Heutagogy is self-determined learning where acquiring knowledge and skills and developing capability is equally important (Blaschke, 2012). ...
Experiment Findings
Full-text available
This research aims to investigate the present teaching-learning practices of public universities in Bangladesh. The study followed the survey method for data collection and a total of 98 questionnaires were analyzed giving a response rate of 90.74 percent. This study used convenience sampling for sample selection. The respondents of the study were the teachers from different faculty of public universities in Bangladesh. The collected data were analyzed using SPSS version 20. The study revealed that the higher level of education in the country still follows the pedagogy style of teaching. Among the respondents' 59.2 percent have no idea about andragogy style of teaching and 71.4 percent have no idea about the heutagogy style of teaching. Moreover, 44.9 percent of the respondent believe that students' learning is assured through pedagogy style. Finally, the study implications, limitations as well suggestions are discussed accordingly in this report.
Article
El artículo analiza la importancia del conocimiento de estrategias de aprendizaje para desarrollar competencias heutagógicas en estudiantes universitarios en modalidad virtual. El manuscrito plantea como problema fundamental la falta del desarrollo de competencias heutagógicas o habilidades y capacidades necesarias que permiten a los estudiantes universitarios aprender de manera autónoma y autodirigida. Ante este problema, la autora propone una serie de estrategias como el aprendizaje basado en problemas, el aprendizaje colaborativo y el uso de la tecnología para fomentar el aprendizaje autónomo y autodirigido. Teoriza algunas cuestiones acerca de los fundamentos filosóficos, sociológicos, psicológicos, pedagógicos de las estrategias de aprendizaje; realiza una aproximación conceptual a la heutagogía, sus características, principios e historia. Examina los pilares de la educación como principal referente para comprender para la formulación de estrategias de aprendizaje con miras a lograr una educación integral del ser humano. Es una investigación con enfoque exploratorio cualitativo que se respalda en métodos de nivel teórico como el método analítico-sintético y el método inductivo-deductivo y en métodos de nivel empírico como la experiencia directa de la investigadora, el análisis de contenido, el análisis documental y la revisión bibliográfica. Como hallazgos relevantes están la necesidad de proponer diversas estrategias de aprendizaje intencionales, autónomas, metacognitivas, contextualizadas, activas y debidamente evaluadas con la finalidad de apoyar al desarrollo de competencias heutagógicas, contribuir con mecanismos para la adaptación de los estudiantes a los cambios sociales, propiciar el autoaprendizaje, potenciar el sentido de compromiso y la motivación interna, y, en definitiva, propiciar el desarrollo del pensamiento crítico-creativo-propositivo.
Article
Full-text available
Effectiveness of heutagogical mediation to promote autonomous learning in universities Eficácia da mediação hetagógica para promover a aprendizagem autônoma nas universidades Resumen En el estudio se examina la efectividad de la Mediación Heutagógica en el fomento de habilidades y competencias necesarias para el aprendizaje autónomo en estudiantes de educación universitaria. Se utilizó una metodología mixta de enfoque complejo-dialógico, el cual tuvo un diseño exploratorio-descriptivo que posibilitó la recopilación de datos de naturaleza cuantitativa y cualitativa. La muestra fue de 67 estudiantes del sexto semestre de la carrera de informática y 15 docentes de educación superior. Se utilizó la
Article
Full-text available
The COVID-19 pandemic has necessitated the adoption of online learning methods worldwide, including in Malaysia. The Ministry of Education (MoE) in Malaysia has recognized the importance of online learning due to the implementation of Movement Control Order (MCO). However, the limitations of online learning, such as reduced interaction between teachers and pupils, have prompted educators to explore alternative approaches that emphasize self-directed learning. Hence, this study aimed to develop a learning method based on the heutagogy approach using the Telegram platform and examine its impact on science process skills and creative Thinking Skills in primary school pupils. The study employed a quantitative research design with a pre-experimental design and involved 20 Year 5 pupils. Pre-post tests were conducted to assess the skills, and the data were analyzed using descriptive and inferential analysis techniques. The descriptive analysis revealed a mean improvement in both Science process skills and Creative Thinking Skills following the intervention with the heutagogy approach. Furthermore, the inferential analysis confirmed a significant difference between pre- and post-test scores for both skills after integrating the heutagogy approach. The positive findings of this study shed light on the efficacy of the heutagogy approach in online learning, particularly in the context of science education for primary school pupils. These results offer valuable insights to educators who can consider incorporating the heutagogy approach into their teaching practices. By doing so, educators can enhance the learning experiences and outcomes of their pupils in science education.
Chapter
This chapter explores the intersection of heutagogy and emotional experience in the evolution of learning design practices. Through a historical lens, it scrutinises the transition of learning methodologies, highlighting the pivotal role of technology and societal shifts. Furthermore, it scrutinises the future landscape of learning design, forecasting trends and emerging paradigms. Central to this exploration is the significance of emotional experience in the learning process. By synthesising heutagogical principles with emotional intelligence, novel learning design practices emerge, tailored to individual needs and preferences. Drawing on psychological insights, this section explores the complex connection between hormones and self-directed learning, revealing the physiological foundations of effective learning. Finally, it offers practical recommendations for educators and instructional designers, advocating for the integration of emotional engagement and self-directed learning strategies in the development of innovative learning models.
Article
The approach of learning in organizations and organizational learning due to the changes in the competencies required to do the work, must leave the traditional approach and taking the teacher-apprentice approach is no longer suitable for these changes, and for organizations to succeed in the competitive world, their employees must lead to the approach of self-determining learning and heutagogy. The concept of heutagogy was conceptualized in 2000 by Hase and Kenyon following the need to acknowledge learning as a dynamic and complex process. Heutagogy develops and expands the role of human agency in the learning process. This theory considers learners as the main factor in their own learning and considers learning to be the result of personal experiences. In heutagogy, learners take independent responsibility for learning and control what they will learn, when they will learn it, and how they will learn it. The general purpose of this research is to identify the components and factors affecting the learning of employees of the day insurance company based on the heutagogy approach. The current research approach is qualitative and in it, two methods of meta-synthesis and content analysis of the interviews have been used. The statistical population of the research in the meta-synthesis section included the researches and studies conducted in the period from 1970 to 2024 in the field of heutagogy and learning in the workplace, and after several stages of screening, 80 articles were selected. The participants in the interview section were elites and experts in the field of heutagogy and self-determined learning, who were selected using available targeted sampling, and after theoretical saturation, the number of participants reached 15. The CASP tool was used to control the quality of the meta-composite method and four criteria of validity, transferability, reliability and verifiability were used to check the accuracy and confirm the robustness index of the data obtained from the interview. Also, to check the reliability of the data obtained from the interview, the intra-subject agreement method was used, and the rate was 84%. In order to analyze meta-composite data, three-step coding method was used, and in order to analyze interview data, thematic analysis method was used. The findings of meta-synthesis and content analysis of the interviews in order to identify the learning components of insurance workers based on the heutagogy approach showed that the identified components included the following items: 1. Learner-centered 2. Self-reflection 3. Ability development 4. Metacognition 5. Double-loop learning 6. Non-linear learning and 7. Active learner. Also, the findings showed that the factors affecting employees' learning based on the heutagogy approach are categorized into 3 general factors: individual, organizational and environmental factors, each of which consists of the following components: 1. Individual factors motivation/willingness to learn, job involvement, individual's commitment to the organization and job satisfaction) 2. Organizational factors (the nature of the job, organization/manager support, organizational culture, job expectations, organization/manager feedback and technology infrastructure) 3. Environmental factors Sociocultural). Considering that the identified components are derived from the theoretical and empirical bases of research as well as interviews with experts and elites, they can be used as a suitable reference in other insurance companies to determine the status of employees' participation in self-determining learning activities or heutagogy. be used Also, insurance companies can adapt them to their companies by knowing the effective factors on employees' learning based on the heutagogy approach in this research and provide the necessary ground for more participation of their employees in self-determining learning.
Article
Full-text available
Published in University News: A Weekly Journal of Higher Education, 62(34). 33-39. (ISSN: 0566-2257). Learning is an intricate, lifelong process that goes beyond formal schooling, encompassing knowledge acquisition through various means. In a rapidly evolving world, the need for adaptable learning strategies has intensified. Traditional didactic teaching methods, with passive knowledge acquisition, are no longer sufficient. Hence, the exploration of alternate approaches that promote effective learning and 21st-century skills has gained traction. One such approach is heutagogy, which emphasises self-determined learning and the development of skills relevant to any professional context. Heutagogy empowers learners to take charge of their education by actively participating in designing, planning, and evaluating their learning experiences. This study is an attempt to investigate the art of learning how to learn through a heutagogical lens, examining its potential to revolutionize education. The method used in this study was a literature review in which the literature was methodically organized, categorizing it based on themes, theories and research perspectives using deductive thematic analysis. The study explores the influence of heutagogy on learners' motivation, engagement, and essential skills development, thus preparing them for success in the modern workforce. Heutagogy's principles include learner autonomy, self-efficacy, reflection, critical thinking, creativity, and the use of technology, fostering holistic and learner-centred approaches. It challenges traditional teaching methods, promoting real-world connections and providing students with the freedom to experiment with diverse learning pathways. Understanding the theoretical frameworks of heutagogy empowers educators to design learning experiences that nurture learner autonomy and self-determination. Heutagogy finds application in formal educational settings, like management education where it enhances adaptive management capabilities, and in higher education institutions where emerging technology facilitates its implementation. It also empowers learners in informal and lifelong learning contexts, generating positive externalities and influencing livelihoods. Looking ahead, future directions suggest the exploration of innovative heutagogical learning strategies, such as the Feynman Technique and mobile heutagogy. Embracing heutagogy's potential in education policy and practice can cultivate adaptable learners and ensure relevance in an ever-changing world.
Article
This study investigates the impact of online learning on teacher professionalism within the in-service Teacher Professional Education (TPE) program at a State Islamic Higher Education (IHE) institution in Indonesia. Utilizing a mixed-methods approach, the research focuses on four key areas: online learning practices, curriculum adaptation, instructor preparation, and the development of professionalism. The study is grounded in heutagogy, peeragogy, and cybergogy, emphasizing the importance of self-directed, collaborative, and technology-enhanced learning for Generation X teachers. Quantitative analysis reveals a moderate but significant relationship between online learning and teacher professionalism (R = 0.573), with 32.9% of the variance in professionalism explained by online learning (R² = 0.329). The statistical significance of this effect (p < 0.001) affirms the positive impact of online learning. Qualitative findings corroborate these results, with participants highlighting the relevance of course materials, the development of learning tools, and the quality of instructor feedback as key contributors to professionalism. Curriculum adaptation through benchmarking and thorough preparation by lecturers, mentor teachers, and students are identified as crucial factors in the program’s effectiveness. Despite challenges such as limited face-to-face interaction and internet access, online learning has significantly enhanced teacher professionalism by providing greater accessibility, flexibility, and engagement opportunities. The study concludes that, with appropriate strategies and innovations, online learning can substantially improve teacher professionalism in the TPE program.
Article
Full-text available
Globalisation has changed the way most people live, work and study in the 21st century. Teachers and teacher educators, like other professionals, must embrace these changes to be effective in their jobs and one ongoing change is the use of Information Communication Technologies (ICTs) for lifelong learning. In this paper we describe how one group of academics in a university programme preparing new teachers has embraced change to introduce innovative programmes using ICTs and heutagogy rather than pedagogy. Heutagogy prepares students for the self-determined lifelong learning which is essential for survival in a 21st century world.
Article
Drawing on recent developments in complexity theory, ecology, and hermeneutics, Brent Davis and Dennis Sumara present an "enactivist" model of cognition and contrast it to popular notions of what it means to learn and think that pervade formal education. They illustrate their model by drawing from their experiences during a year-long study in a small, inner-city elementary school. According to this model, cognition does not occur in individual minds or brains, but in the possibility for shared action. An enactivist theory of cognition, the authors suggest, requires teachers and teacher educators to reconceive the practice of teaching by blurring the lines between knower and known, teacher and student, school and community.
Article
In a move consistent with co-generated learning, this article is co-written by teachers of action research and a former student. Before we present the content and structure of the actual course, we write about the vital issues in teaching action research. We then describe the course and finally hear a former student (himself now supervising doctoral students) on the merits of this particular approach to learning AR as a doctoral student. This article represents the combined experience of the authors in teaching action research together for several years at Southern Cross University in New South Wales, Australia. While involved in the same general activity our focus and experiences have, naturally, been quite different and we have tried to communicate them in this article. Hopefully, our learning will be of some value to the readers. What follows, then, are the thoughts of: Bob, the master action research craftsman and educator; Alan, who sees the bigger picture no matter what he is looking at; Shankar, the implementer and coordinator of projects; and Stewart, who struggles and is at peace with a world full of contradictions.
Article
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
Article
This paper suggests that present-day curriculum, based on Newtonian thought, has been rendered obsolete by the holistic and interactive "post-modern" world view based on quantum physics, nonlinear mathematics, general systems theory, and Ilya Prigogine's nonequilibrium thermodynamics. The Newtonian world view, which is linear and reductionist, is the theoretical foundation of Madeline Hunter's or Ralph Tyler's notions of an orderly curriculum with ends preset, and of B. F. Skinner's conceptions of expressing learning in discrete, quantifiable, and linear units. These conceptions assume the whole to be no more than the sum of the parts and lead to a curriculum that is cumulative rather than transformative. This paper accordingly focuses on three facets of post-modern thought that have radical implications for curriculum: (1) the nature of open (as opposed to closed) systems; (2) the structure of complexity (as opposed to simplicity); and (3) transformatory (as opposed to cumulative) change. Prigogine's notion of nonequilibrium or dissipative structures in the process of becoming is posited as a more accurate model for a curriculum than Newton's physical, inert, mechanical structures. These developing, open structures have their own properties, distinct from equilibrium structures, and are useful as models for curriculum research and thought. Specifically, it is argued that curricula should be structured as self-regulating "open systems" where internal, autocatalytic transformations are encouraged. To move from a curriculum based on the simple and separate to one based on the complex and cosmological requires us not only to adopt a "new dialogue with nature" but also to adopt a radically new relationship with students and a more integrative approach to subject matter. (TE)
Article
Notions  of  competency  have  dominated  the  computer  education  literature, and have underpinned Competency-Based Training (CBT) in information technology at all levels of education and training. The emergence of counter-narratives underpinned by the capability movement, have as yet had minimal impact on practice in computer education. New discourses in educational theory and practice which are founded on non-linear approaches to learning and teaching provide added impetus to engage in the competency/capability debate, and re-examine our approaches to computer education. This paper explores complexity theories and demonstrates how complexity's pedagogical implications can lead to new models for understanding computer learning and teaching. A new model for conceptualising end-user computer education is presented that was derived from a three-year action research initiative with pre-service teachers.