A Review of the Implementation of Technology-Enhanced Heutagogy in Mathematics Teacher Education

• Published in: Education sciences Vol. 15; no. 7; p. 822
• Main Authors: Mukuka, Angel, Tatira, Benjamin
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.07.2025
• Subjects: Adaptability; Adaptive learning; Adult education; Analysis; Andragogy; Authentic Learning; Classroom Environment; Classrooms; Collaboration; Competence; Education; Educational Experience; Educational Practices; Educational Strategies; Educational technology; Empowerment; heutagogy; Independent study; Influence of Technology; Learning Processes; Learning Strategies; Learning Theories; Lifelong learning; Massive open online courses; Mathematical Concepts; Mathematics; Mathematics Achievement; Mathematics Education; Mathematics Instruction; Mathematics Skills; mathematics teacher education; Mathematics teachers; Metacognition; Methods; Pedagogical Content Knowledge; Pedagogy; Personal Autonomy; Preservice Teacher Education; preservice teacher training; Preservice teachers; Principles; Problem solving; Professional development; Social networks; Teacher education; Teachers; Teaching Skills; technology-enhanced learning; Training
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci15070822

Low achievement in mathematics across educational levels has long been a concern for researchers. Recent evidence points to equipping teachers with skills and competencies that align with the demands of the modern, technology-rich world. This systematic review explored how technology-facilitated heutagogical practices contribute to the professional development of preservice and in-service mathematics teachers. Drawing on 21 empirical studies published between 2017 and 2024, this review identified three major findings. First, technology-enhanced heutagogical practices promote teaching skills by fostering learner autonomy, self-reflection, and professional identity development. Second, tools such as mobile apps, Massive Open Online Courses (MOOCs), adaptive learning platforms, and collaborative digital environments support the integration of heutagogical principles. Third, implementation is challenged by limited digital access, institutional constraints, and the need for gradual adaptation to self-determined learning models. These findings prove the need for policy and institutional investment in digital infrastructure, blended learning models, and teacher support. Theoretically, this study affirms heutagogy as a relevant pedagogical approach for preparing mathematics teachers in dynamic learning contexts. There is also a need for more empirical studies to investigate scalable models for technology-driven heutagogy, especially in resource-constrained settings.