Igniting the Engineering Educators and Learners through Heutagogy, a Transformative Learning

Abstract

The paper proposes that engineering education should incorporate heutagogy, which emphasizes learner autonomy, self-direction, and real-world relevance, in order to improve critical thinking and practical application. Traditional pedagogical methods alone would not suffice for developing these skills. The authors suggest using the Empathy, Determined Learning Activities, and Assessment (EDLAA) model to promote heutagogical practices. They present two case studies in Applied Digital Logic Design and Computer Organisation (ADLDCO) and Principles of Programming with C (PPC), which demonstrate the efficacy of pedagogical techniques such as self-directed projects, design thinking, and collaborative activities. Jigsaw puzzles, peer-supported independent study (PSIS), open book/internet tests, virtual labs, and experiential learning are all cited as effective ways to increase student engagement, critical thinking, and practical application. Overall, pedagogical approaches foster deeper learning, practical skills, and better preparation for real-world challenges, proving effective in enhancing both academic performance and student engagement. Hence Heutagogy, a transformative learning is a function of factors like Learning objectives(LO), Excitement(E), collaborative activities(CA) and technology(T) Time Management(TM) and critical thinking(CT). Assessment is the key factor in identifying the skills attained. Feedback from these case studies indicate improved student performance with joyful learning.