THE SIGNIFICANCE OF HEUTAGOGY IN FOSTERING SELF-DIRECTED LEARNING COMPETENCIES AMONG PHILOLOGY STUDENTS
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Abstract
This article explores the role of ‘Heutagogy’ in developing independent learning skills
among philology students. In the context of higher education, fostering self-directed learning is crucial for
enhancing students’ academic autonomy, critical thinking, and lifelong learning competencies. The study
examines the theoretical foundations of heutagogy, its principles of learner-centered and self-determined
education, and practical strategies for implementation in philology programs. Findings suggest that
integrating‘Heutagogical’ approaches in teaching significantly improves students’ ability to plan, monitor,
and evaluate their own learning processes, thereby promoting autonomy, motivation, and overall academic
performance.
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References
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