Equipping learners with the ability to manage their own learning has become a priority in mathematics education, particularly at the lower-secondary level. This resonates with heutagogical calls for self-determined learning from an early age. However, in many under-resourced schools, traditional teacher-centred instruction remains dominant, limiting opportunities for autonomy and collaboration. Cooperative learning (CL) shows promise in supporting engagement and achievement and its potential is strengthened when combined with digital tools. Yet, limited research has explored how such technology-supported cooperative learning (TSCL) interventions, informed by the heutagogical lens, influence Grade 8 learners’ perceptions of their self-directed learning (SDL) abilities in mathematics. This study investigated the effect of a TSCL intervention on Grade 8 learners’ perceptions of four SDL dimensions: learning motivation, planning and implementation, self-monitoring and interpersonal communication. Conducted in 10 South African public schools, two schools formed the experimental group and eight served as the control group, with 427 learners in Cycle 1 and 522 in Cycle 2. A DBR approach and sequential explanatory mixed-methods design were used. Data were collected through pre/post SDLI questionnaires, interviews and classroom observations. Findings showed statistically significant improvements in all SDL dimensions, especially motivation and interpersonal communication. Qualitative data affirmed increased learner autonomy and engagement. Interpreted through a heutagogical lens, the findings suggest that TSCL can begin to cultivate capabilities associated with self-determined learning such as agency, collaboration and reflection in mathematics classrooms. The study highlights TSCL as an effective strategy for promoting SDL, supported by sustained teacher professional development.
Sekano et al. (2026) studied this question.