Promoting Transformative Mathematical Learning Through Heutagogy, Paragogy and Cybergogy Approaches

The mathematics curriculum of higher education teaching requires changes to produce highlyqualified graduates, who can respond quickly and creatively to economic change. In fulfillingthis aspiration, the criteria of the heutagogy, paragogy and cybergogy approaches can explainthe role of mathematics educators in educating students on future life preparation. This studyaims to generate the criteria of heutagogy, paragogy and cybergogy approaches formathematical teaching and learning at Higher Education level. For each approach, the themesand its’ characteristics will be determined to inform the mathematics educators the ways toimplement the heutagogy, paragogy and cybergogy approaches in class. The intensive andrigorous literature review were done for analyzing teaching and learning models from thetheoretical, model or conceptual aspects, several education policy documents that are relatedto teaching and learning at higher institution as well as best practices in effective learningenvironments both locally and abroad in general and in the field of mathematics education aswell as the literature review on aspects of heutagogy, paragogy and cybergogy approaches.This study has successfully generated the criteria of heutagogy, paragogy and cybergogyapproaches for mathematical teaching and learning at Higher Education level. For eachapproach, several themes have been identified, and for each theme there are several items thatare described in detail for guidance. Six themes with 36 items were identified for theheutagogical approach and the main key focus is learner-centeredness where the contexts andcontent are learner-generated. For the paragogical approach, five themes with 35 items wereidentified which provide information on best practices for managing peer learning. The key theme for this approach is the learners and educators are the creator for learning and teachingcontext. Finally, cybergogy approach composed of three interdependent domains with 39items should be well thought-out in implementing this approach; cognitive, emotive andsocial domains. These input themes and items of the heutagogy, paragogy and cybergogyapproaches which are mutually supporting each other may promote the mathematical learningtransformation in this era, hence contributing to knowledge gap within the mathematicseducation research for the information about the guidance and strategies for implementingthose approaches as well as contributing to Future Ready Curriculum paradigm.