Tracing the Evolution from Pedagogy to Heutagogy in Teacher Education: A Scientometric Perspective.

KARTHIKEYAN P

doi:10.63960/gcn9j739

Authors

KARTHIKEYAN P AMITY UNIVERSITY NOIDA Author
- Writing – Review & Editing
- Supervision
- Validation
- Visualization
- Conceptualization
- Data Curation
- Funding Acquisition
- Investigation
- Project Administration
- Resources
- Software
Competing Interests

The authors declare no conflicts of interest related to the publication of this article.

https://doi.org/10.63960/gcn9j739

Keywords:

Heutagogy, Pedagogy, Teacher Education, Scientometrics, Self-Determined Learning

Abstract

This study provides a scientometric review of the evolution from pedagogy to heutagogy in teacher education from 2000 to 2024. It traces the paradigm shift from teacher-centered to self-determined learning, driven by digital transformation and the need for lifelong learning. Through a PRISMA-based review of 1,050 articles from Scopus, Web of Science, Google Scholar, and Taylor & Francis, the study maps show conceptual progression and identify key research trends. The findings indicate a significant increase in scholarly interest in heutagogy, particularly after 2015, accelerated by the COVID-19 pandemic. Key thematic clusters include social constructivism, digitalization, and the expansion of digital pedagogy. While heutagogy offers transformative potential for fostering learner autonomy and adaptability, its implementation is hindered by barriers such as misaligned assessment models, institutional resistance, and a lack of policy support, as discussed below. The paper concludes by highlighting the need for robust empirical research on long-term impacts, the development of aligned assessment frameworks, and systemic support for institutionalizing heutagogy in teacher education

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Tracing the Evolution from Pedagogy to Heutagogy in Teacher Education: A Scientometric Perspective.

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