BACK BACKGROUND, THEORETICAL BACKGROUND AND PRINCIPLES OF HEUTAGOGY

Abstract

The article highlights the results of a theoretical study of the concept of heutagogy, its theoretical foundations and principles. Heutagogy is based on humanistic theory and approaches to learning, applying a holistic approach to the development of adult learners' abilities. It presents a new concept of learning, an innovative model of learning that meets the current requirements of the time, complex and dynamic changes that define our lives and are reflected in the need for continuous education and lifelong learning, with an emphasis on the requirement of an active and independent approach to these processes. It is proved that both heutagogy and andragogy emphasise self-directed and self-regulated learning. It has been found that heutagogy describes self-regulated learning as a holistic process that lasts throughout life. Learning is learner-centred and the learner is the best judge of their own learning needs. The needs of the learner are at the centre of the educational process. The main principles of heutagogy include: human activity (student centredness), non-linearity of learning, teachers focus on the learning process rather than content, learning goes beyond a specific discipline, learning takes place through the independent choice and self-directed action of an adult learner. It has been established that heutagogy focuses on the ability of adults to reproduce acquired knowledge and skills, to be able to use the competencies acquired in the learning process to solve new problems and to use these competencies effectively in unfamiliar contexts. Consider able attention is also paid to the ability to work creatively and the ability to cooperate in a team. The study of workplace learning that uses heutagogical learning strategies, such as action learning, coaching and mentoring, is promising.