Emerging Trends of Psycho-technological Approaches in Heutagogy

Heutagogy is a modern idea that refers to self- determined learning. Stewart Hase and Chris Kenyon coined the term 'heutagogy' in 2000, which is derived from the Greek verb 'heuriskein,' which means 'to discover,' or in the first person, 'heursko (εὑρίσκω),' which means 'I discover or I find.' Heutagogy takes a holistic approach to developing learner capabilities, viewing learning as an active and proactive process and learners as the "primary agents of their own learning, which results from personal experiences." Heutagogy emphasises self-reflection and double-loop learning. In double-loop learning, learners analyse the problem, the subsequent action and outcomes, and how the problem-solving process influences their own beliefs and actions. Double-loop learning involves "questioning and testing one's personal values and assumptions" Self- determined learners must develop competencies and capacities. Competency is proven capacity to acquire knowledge and skills, whereas capability is learner confidence in his or her competency and the ability to "formulate and solve issues in known, new, and changing environments". In heutagogical methods, the learner is accorded a great deal more value and autonomy; hence, their level of maturity is automatically elevated. On the other hand, instructors have less influence over students, and students have the ability to select their own curriculum and structure their own course. The heutagogical approach is deeply entwined with both the psychological and technological paradigms in their many forms. The contemporary technological platforms are fostering the adoption of heutagogical methods such as collaborative learning, flexible and negotiated assessment, and adaptable curriculum. The epidemic of COVID-19 has disrupted education in over 150 nations and harmed 1.6 billion children. As a result, a number of nations have introduced some type of remote learning employing technology and students were encouraged to engage in self-determined learning. Many Educational Institutions that previously resisted changing their traditional pedagogical method were forced to use online teaching and learning exclusively. Internet-educated kids who have never encountered this issue are unfamiliar with it. As a result, they are confronted with a number of psychological issues and are negatively impacting the health, social, and material well-being of children globally, with the poorest children, such as homeless children and children in detention, being the hardest hit. As a result, the editors came to the conclusion that it would be beneficial to issue a call for papers in order to discuss the difficulties and opportunities associated with the practise of heutagogy from the psychological and technological vantage points indicated in the title. The call for papers was announced in the month of January 2022, and the submission deadline was extended to the last day of February 2022 in response to several requests from colleges and universities around the nation. Following a check for plagiarised content, 52 pieces were chosen from a total of 121 chapters submitted by authors from throughout the country. Even though many of the chapters do not meet the required quality, standards, and relevance, the editors include them in the book because it will pique the interest of and inspire the next generation learners. We are grateful to the authorities of Tamil Nadu Open University, for their invaluable guidance and support. We are grateful to the Editorial team and peer-reviewing committee for their tireless efforts in ensuring that these volumes arrive on time. We owe a debt of thanks to all of the generous people who assisted us, for their great coordination and quick completion of this scholarly project.