The perception of heutagogy among members of an educational community: a case study of an Arab authority in Israel

The global educational landscape faces significant challenges in preparing learners for dynamic economic, technological, and cultural shifts, exacerbated by long-standing structural gaps, globalization, digitization, and the COVID-19 pandemic. There is a growing call for innovative educational approaches that foster lifelong learning and independent learner skills. Heutagogy, or self-directed learning, is proposed as a learner-centric response to these pressing educational challenges.

Why it matters

This research highlights the urgent need for education systems to adapt to evolving global realities by cultivating independent, lifelong learners. Embracing learner-centric approaches like heutagogy is crucial for institutions to develop resilient and adaptable workforces and citizens capable of navigating future uncertainties and technological advancements.

Key insights

• Global education systems struggle to equip learners for rapidly changing economic, technological, and cultural environments.
• Structural gaps in education have been highlighted and intensified by globalization, digitization, and the COVID-19 pandemic.
• There is an increasing demand for innovative pedagogies to promote lifelong learning and independent learner capabilities.
• Heutagogy, defined as self-directed learning, is identified as a potential solution to place the learner at the core of the educational process.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1921831