A Review of the Implementation of Technology-Enhanced Heutagogy in Mathematics Teacher Education
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 heu...
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| Format: | Article |
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MDPI AG
2025-06-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/7/822 |
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| author | Angel Mukuka Benjamin Tatira |
| author_facet | Angel Mukuka Benjamin Tatira |
| author_sort | Angel Mukuka |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-32116dabe7d744849ddf3372835fd89f |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-32116dabe7d744849ddf3372835fd89f2025-08-20T03:58:26ZengMDPI AGEducation Sciences2227-71022025-06-0115782210.3390/educsci15070822A Review of the Implementation of Technology-Enhanced Heutagogy in Mathematics Teacher EducationAngel Mukuka0Benjamin Tatira1Department of Mathematics, Science and Technology Education, Walter Sisulu University, Mthatha 5117, South AfricaDepartment of Mathematics, Science and Technology Education, Walter Sisulu University, Mthatha 5117, South AfricaLow 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.https://www.mdpi.com/2227-7102/15/7/822heutagogymathematics teacher educationtechnology-enhanced learningpreservice teacher trainingprofessional development |
| spellingShingle | Angel Mukuka Benjamin Tatira A Review of the Implementation of Technology-Enhanced Heutagogy in Mathematics Teacher Education Education Sciences heutagogy mathematics teacher education technology-enhanced learning preservice teacher training professional development |
| title | A Review of the Implementation of Technology-Enhanced Heutagogy in Mathematics Teacher Education |
| title_full | A Review of the Implementation of Technology-Enhanced Heutagogy in Mathematics Teacher Education |
| title_fullStr | A Review of the Implementation of Technology-Enhanced Heutagogy in Mathematics Teacher Education |
| title_full_unstemmed | A Review of the Implementation of Technology-Enhanced Heutagogy in Mathematics Teacher Education |
| title_short | A Review of the Implementation of Technology-Enhanced Heutagogy in Mathematics Teacher Education |
| title_sort | review of the implementation of technology enhanced heutagogy in mathematics teacher education |
| topic | heutagogy mathematics teacher education technology-enhanced learning preservice teacher training professional development |
| url | https://www.mdpi.com/2227-7102/15/7/822 |
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