THE SIGNIFICANCE OF HEUTAGOGY IN FOSTERING SELF-DIRECTED LEARNING COMPETENCIES AMONG PHILOLOGY STUDENTS

Abstract

This article explores the role of ‘Heutagogy’ in developing independent learning skillsamong philology students. In the context of higher education, fostering self-directed learning is crucial forenhancing students’ academic autonomy, critical thinking, and lifelong learning competencies. The studyexamines the theoretical foundations of heutagogy, its principles of learner-centered and self-determinededucation, and practical strategies for implementation in philology programs. Findings suggest thatintegrating‘Heutagogical’ approaches in teaching significantly improves students’ ability to plan, monitor,and evaluate their own learning processes, thereby promoting autonomy, motivation, and overall academicperformance.

Identifiers

DOI

10.66073/refocus-conf/554

Citations and references