Practices Of Heutagogical Approach Among Islamic Education Teachers in Secondary School

Abstract

The globalisation of education has necessitated a number of modifications in teaching methods. Heutagogy is a teaching method that emphasises the importance of students studying autonomously. Approaches such as heutagogy can improve the teaching and learning by focusing on student-centred learning. Nevertheless, how are heutagogical methods used by Islamic Education teachers in secondary schools implemented? To answer this, research was conducted using qualitative methods using a case study design. Data were gathered through semi-structured interviews and document analysis. Purposive sampling was used to identify four secondary school Islamic Education teachers from four different schools in four states as study participants. Four criteria are defined, namely; (a) subject matter for Islamic Education, (b) possess a professional qualification in Islamic Education, (c) have a minimum of 5 years of teaching experience, (d) receive teaching-related honours and e) voluntarily interested in participating in the study. Interview data were transcribed and thematically examined before being triangulated with document analysis. In order to construct an accurate theme, data from all participants were compared. The study's findings show that Islamic Education teachers use heutagogical elements in their teaching. These findings may have an impact on educators in particular and school administrators in general in terms of improving teaching ways of meeting students' current needs. In addition, the application of collaborative to students has the potential to open up an effective learning environment for the involvement of stakeholders in improving national education.