Abstract
This study examines how heutagogy (self-determined learning) can be integrated with educational technology to strengthen student-centred language learning in Malaysian higher education. Heutagogy emphasizes learner autonomy, critical reflection, and capability development, while technology enables interactive, flexible, and personalized learning experiences. This research identifies four key factors learner autonomy, technology integration, reflective practice, and institutional support that influence effective heutagogy learning. A quantitative cross-sectional survey involving 200 undergraduates from public and private universities was conducted using a validated questionnaire. Results show that technology integration and learner autonomy are the strongest predictors of enhanced learning practices, with technology integration being the most influential (β = 0.39, p < 0.001), followed by learner autonomy (β = 0.35, p < 0.001). All factors were significantly correlated with enhanced learning (p < 0.01), explaining 67% of the total variance. While the findings provide valuable insights, the study’s reliance on self-reported perceptions and its cross-sectional design limit causal interpretation and generalizability. Overall, the results highlight the transformative potential of combining heutagogy with digital tools to cultivate autonomous, reflective, and futureready learners. The study offers practical guidance for educators and policymakers seeking to align digital-age language learning with Malaysia’s higher education reform agenda.
Keywords: Heutagogy, Higher Education, Language Learning, Malaysia, Self-Determined Learning, Technology Integration.