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Heutagogy, or self-determined learning, offers a way to rethink educational practice by emphasizing learner autonomy, capability, and the ongoing development of lifelong learning habits. This narrative conceptual review brings together foundational theory and contemporary scholarship to explore how heutagogical principles are being interpreted across K–12, Career and Technical Education (CTE), and adult learning contexts. The review considers why self-directed learning has become increasingly important for preparing students to navigate complex, rapidly changing environments, and how digital tools, particularly emerging forms of artificial intelligence (AI), can support this shift. AI has the potential to enhance learner agency by offering personalized pathways, timely feedback, and opportunities for reflection. Nevertheless, its integration also raises important questions about equity, data privacy, and learners’ lived experiences. Persistent challenges such as limited infrastructure, uneven access to professional development, and cultural resistance continue to shape how heutagogy and digital tools are taken up in practice. By synthesizing these themes, this review highlights the need for thoughtful policy, sustained educator support, and future research on AI literacy grounded in heutagogical principles. It argues that intentional, ethically informed integration of AI can strengthen heutagogical practice and better prepare learners for the demands of a rapidly evolving workforce and society.
Theodore Newfield (Fri,) studied this question.