BLENDING HEUTAGOGY AND CYBERGOGY IN TEACHER EDUCATION PROGRAMMES: A NEW MODEL FOR PROFESSIONAL DEVELOPMENT

This study explores the integration of heutagogy (self-determined learning) and cybergogy (online, engagement-centered pedagogy) in teacher education programs, proposing a blended model for professional development. Grounded in qualitative research, the paper investigates how these two approaches can complement one another in preparing teachers for technologically advanced, learner-centered environments. Data were collected from literature analysis, semi-structured interviews with teacher educators, and reflective narratives of pre-service teachers. Findings suggest that heutagogy empowers teacher-learners to take ownership of professional growth, while cybergogy provides the necessary frameworks for interaction, collaboration, and digital fluency. The blended model emphasizes learner autonomy, critical digital engagement, and reflective practice, addressing the dynamic challenges of 21st-century education. The paper concludes by highlighting practical suggestions for curriculum design, policy implications, and professional development, while also noting limitations of context and technology access.