Teachers' Understanding of the Heutagogic Approach to Teaching and Learning: A Secondary School Case Study Teachers of Islamic Education

Abstract

The world of education is inextricably linked to the development of human resources in order to generate intellectual resources in tandem with global economic growth. Teachers' teaching quality must be improved so that students can benefit from more meaningful learning. In this regard, self-learning, such as heutagogy, should be highlighted in teachers' teaching as one of the efforts to empower students' ability to face the educational era of the twenty-first century. The requirements of PdPR in the endemic situation of Covid 19 also necessitate the use of a heutagogic approach in schools in order to increase student autonomy in learning. As a result, this study was carried out to investigate secondary school Islamic Education teachers' attitudes toward the heutagogic approach as self-learning in the teaching of Islamic Education. The implementation of the heutagogic approach will improve the teaching and learning process, allowing the main goal of student development to be met to the greatest extent possible. This is a case study with a qualitative approach that includes semi-structured interviews and document analysis. Data from interviews were transcribed, thematically analysed, and triangulated through document inspection. The study's findings on teachers' understanding of the heutagogic approach are organised into five themes: self-reliance, student focus, teachers as guides, technology use, and religious demands.