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Abstract

Heutagogy (pronounced hyoo-tuh-goh-jee), derived from the Greek word "heureske," meaning "to discover," is closely related to heuristic learning. Coined by Hase and Kenyon in 2000, heutagogy refers to self-determined learning that operates independently of traditional teaching structures. Unlike pedagogy and andragogy, which emphasize teacher-directed instruction, heutagogy shifts the focus to learner autonomy, allowing students to choose what and how they learn.

Heutagogy represents a shift from teacher-centered to learner-centered education, grounded in two key philosophical approaches: humanism and constructivism. Humanism places the learner at the center of the educational process, while constructivism emphasizes active, self-determined learning. Although andragogy, which focuses on adult learning, was seen as a precursor to heutagogy, research suggests that heutagogy is particularly suited to the digital age, with web-based learning, new information technologies, and distance education methods providing ideal contexts for its implementation.

The research gap of this paper examines the development of heutagogy as an educational model, comparing it with pedagogy and andragogy and explores its applications in modern education, particularly in web-based learning environments. As digital technologies continue to reshape education, heutagogy offers a flexible approach that fosters lifelong learning, critical thinking and adaptability as a main objective of the paper.

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