Well,I think that this self-determent learning is quite indispensable step towards knowing how to learn .I also do think that it can be applied to many levels of learning,as it gives chance to the learner to experience many diverse ways of gaining knowledge,though he might stick to one specific approach at the end of his journey towards awareness.

I always believe in sociocultural theory because it seems that it can apply into different fields. While heutagogy is prominent, I would say you still need to think about the Zone of Proximal Development all the time because learning barely happens if you do not have abled-individuals involved in learning.

What is Heutagogy?

Heutagogy, often referred to as self-determined learning, is a theory and practice of learning that emphasizes the learner's autonomy, agency, and self-direction. It moves beyond pedagogy (teacher-directed learning) and andragogy (adult learning) by placing the learner at the center of the learning process.

The key characteristics of heutagogy include are learner autonomy, self-direction, capability development, reflection and metacognition, and negotiation about learning activities and assessments.

Applicability of Heutagogy Across Education Levels and Disciplines

Heutagogy's applicability varies across different education levels and disciplines. It's not a one-size-fits-all approach. It depends to:

1- Learner maturity: Heutagogy requires a high degree of self-direction and metacognitive ability. Therefore, it's generally more suitable for learners who have developed these skills, typically in higher education or professional development settings. Younger learners may need more guidance and structure, making pedagogy or andragogy more appropriate.

2- Discipline characteristics: Some disciplines naturally lend themselves to self-directed learning. For example, medicine, technology. Disciplines with highly structured content or safety-critical skills may require a more guided approach, at least in the initial stages of learning.

3- Context and culture: The learning context and cultural norms can also influence the feasibility of heutagogy. Educational systems that emphasize teacher authority or have limited resources for individualized learning may present challenges to implementing heutagogical practices.

This is such a valuable question and one I often return to in my own teaching practice.When working with future psychologists and educators, I notice that heutagogy isn’t something you “apply” from the outside- it grows naturally when the learner feels seen, trusted, and given space to explore what matters to them.Even in structured fields like STEM, there’s room for self-determined learning - especially when students are encouraged to reflect on how they learn, why they learn, and what kind of professional they want to become.In my experience, it’s not about abandoning structure, but about making room within it for flexibility, choice, and self-authorship.I work a lot with identity-based and salutogenic approaches in academic development, and I’ve seen how even small shifts- like inviting questions before giving answers - can awaken ownership and curiosity.Maybe heutagogy isn’t a model to impose, but a climate we cultivate- slowly, attentively, and with deep respect for the learner’s unfolding.

Dr. Olha A. Cherepiekhina Psychologist, Educator, Researcher in Mental Health, Learning Identity & Reflective Pedagogy