Pedagogy To Heutagogy: Empowering Engineering Students For 21st -Century Challenges

Abstract

Engineering education is undergoing a paradigm shift from traditional teacher-centered models to        learner-driven approaches that foster autonomy, adaptability, and lifelong learning. Heutagogy, or self-determined learning, builds upon the foundations of pedagogy and andragogy to emphasize learner agency, capability development, and reflective practice. This review explores the theoretical foundations and practical implications of heutagogy in engineering education, highlighting its role in preparing graduates for the uncertainties and complexities of the 21st century. Key themes include principles of learner autonomy, capability-building, and double-loop learning; strategies for implementation such as curriculum redesign, technology integration, reflective practice, and faculty development; and the challenges and opportunities associated with heutagogical adoption. The paper also discusses the future trajectory of heutagogy, including integration with artificial intelligence, adaptive learning platforms, and hybrid pedagogical-heutagogical models. Through an analysis of recent literature, this review argues thatheutagogy offers a transformative framework for engineering education, enabling students to cultivate critical thinking, innovation, and resilience needed for Industry 4.0 and beyond.