Exploring heutagogy, knowledge management, and rhizomatic learning approaches in Masters degree programs
Вивчення підходів евтагогіки, управління знаннями та ризоматичного навчання на магістерських програмах
Mynbayeva A. Yessenova K. Karabutova A.
2024Uzhhorod National University
Scientific Herald of Uzhhorod University. Series Physics
2024Issue 552919 - 2928 pp.
Relevance. The digital transformation of education has necessitated a shift towards heutagogical principles in postgraduate programs. Even before the pandemic, theories about digital natives and heutagogy pointed towards new directions in education driven by digitalization. Purpose. This study aims to synthesize the emerging paradigms of Education 3.0 and 4.0 in relation to knowledge management concepts for training masters students. It also evaluates students perspectives on the principles of Education 3.0 and self-directed learning. Methodology. A questionnaire with two sections was administered to 149 masters students across four universities in Kazakhstan. Results. Understanding heutagogy as a self-determined learning theory can cultivate a new generation of professionals ready for the knowledge economy. Heutagogy nurtures this phenomenon of a globalized knowledge marketplace. The theoretical portion summarizes approaches to redefining learning and learner identities by connecting digital disruptions to transformations in learning and thinking. Conclusions. The practical component examines Masters students evaluations of heutagogical principles. Future plans include developing Massive Open Online Courses (MOOCs) on heutagogy and Education 4.0. Copyright
digital change , distance technology , education , heutagogy , self-development
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National Institute of Harmonious Human Development, 47B Askarov Asanbay Str., Almaty, 160000, Kazakhstan
Al-Farabi Kazakh National University
National Institute of Harmonious Human Development
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