Open learning

Pedagogy

Active learning (machine learning)

Lifelong learning

Mathematics education

Employability

Artificial intelligence

Psychology

Educational technology

Synchronous learning

Computer science

Adult education

Cooperative learning

Teaching method

Experiential learning

British Journal of Educational Technology

With the swift pivot to online learning, teachers and students have been forced to adopt a new way of teaching and learning, which has required students to become more self‐directed in their learning. In addition, teachers are faced with the challenge of preparing students for the workforce and lifelong learning. One emerging approach for addressing both these challenges is that of heutagogy, or self‐determined learning. This paper discusses the rising demand for lifelong learning skills and the role that heutagogy can play in supporting students in developing self‐directed and lifelong learning skills. Specifically, the paper presents a case study of a higher education institution that has introduced heutagogy, using interviews with programme leaders/instructors to investigate how a college in Israel incorporated heutagogy into their master's education programmes. Case study results reveal that there are challenges in incorporating heutagogy (eg, difficulty for students in adopting the approach), but once adopted, students preferred learning in a self‐determined way. Practitioner notes What is already known about this topic? Lifelong learning skills are critical to student employability, and there is a need for exploring new theories and approaches for developing these skills. The current pandemic has forced traditional learning into the online space, requiring more self‐directed learning skills in learners. Heutagogy has been identified as a net‐centric teaching and learning theory for online learning. What this paper adds Positions heutagogy for use in traditional and online classroom settings in order to develop learners' self‐directed and lifelong learning skills. Explores the pedagogy‐andragogy‐heutagogy continuum and its use as an instructional strategy. Presents a case study of a higher education institution that has implemented self‐determined learning. Implications for practice and/or policy This study encourages further research into use of heutagogy for developing self‐directed and lifelong learning skills. This study provides guidance for those who want to introduce self‐determined learning into classroom settings.

The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning