Heutagogy Beyond Autonomy and Structure in Digital Higher Education

Abstract

The rapid digitization of higher education and the demands of Industry 4.0 have intensified the shift from teacher-centered instruction to learner-centered models, positioning heutagogy as a framework for self-determined learning. Despite its growing prominence, the literature remains fragmented regarding its practical enactment and theoretical coherence across educational contexts. This article critically synthesizes peer-reviewed studies published between 2020 and 2025 to examine the tension between learner agency and institutional structure, and the mediating role of technology in heutagogical practice. Drawing on a systematic critical synthesis of 40 sources, the analysis identifies three interrelated themes: technological mediation, contextual specificity, and critical pedagogy. The findings indicate that while heutagogy is increasingly integrated with digital and cybergogical approaches, its effectiveness depends on learner readiness and institutional support. Moreover, applications in neurodiverse and indigenous contexts frame heutagogy as an epistemological stance that enables inclusive and transformative learning through symbiotic criticality.