Beyond andragogy: postgraduate students’ experiences of self-determined learning in higher education: a heutagogical perspective

A study conducted in Ghana explored postgraduate students' lived experiences with self-determined learning, utilizing a heutagogical perspective. The research investigated factors enabling and constraining these experiences and their relationship to traditional adult learning assumptions within higher education. The findings contribute to understanding how self-determined learning manifests and is supported or hindered in an academic context.

Understanding self-determined learning (heutagogy) in postgraduate education is crucial for designing effective learning environments that foster autonomy and critical thinking. This research highlights the practical implementation challenges and successes of such approaches, offering insights for educational policy and institutional support systems that aim to cultivate highly capable and independent scholars and professionals.

The study focused on postgraduate students' actual practices of self-determined learning in higher education institutions.

Forward consideration, not a verified fact.