Heutagogical Learning in Professional Development: A Bibliometric Analysis of Published Literature between 2010 and 2024.

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Bibliographic Details
Title:	Heutagogical Learning in Professional Development: A Bibliometric Analysis of Published Literature between 2010 and 2024.
Authors:	Verma, Vaibhav¹ vaibhav.rie@gmail.com
Source:	Journal of Interdisciplinary Studies in Education. 2025, Vol. 14 Issue 3, p81-108. 28p.
Subject Terms:	Career development, Bibliometrics, Autodidacticism, Professional employee training, *Self-managed learning (Personnel management)
Abstract:	This study explores the evolution and significance of heutagogical learning in professional development using a bibliometric analysis of literature published between 2010 and 2024. Heutagogy, emphasizing learner autonomy, has emerged as a transformative educational paradigm, particularly in workforce training and lifelong learning. The research employs a bibliometric approach to analyze 473 peer-reviewed publications sourced from Scopus, highlighting trends, influential authors, collaborative networks, and key thematic areas. Findings indicate a notable rise in publications since 2016, driven by the increasing demand for adaptive and autonomous learning strategies. Co-authorship and co-citation analyses using VOSviewer reveal robust global collaborations, with significant contributions from institutions in the US, UK, and Australia. Key thematic clusters, such as self-directed learning, digital education, and professional adaptability, were identified, reflecting the relevance of heutagogical practices in addressing 21st-century workforce challenges. The results offer significant perspectives for stakeholders who seek to include heutagogical approaches into professional development initiatives. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study explores the evolution and significance of heutagogical learning in professional development using a bibliometric analysis of literature published between 2010 and 2024. Heutagogy, emphasizing learner autonomy, has emerged as a transformative educational paradigm, particularly in workforce training and lifelong learning. The research employs a bibliometric approach to analyze 473 peer-reviewed publications sourced from Scopus, highlighting trends, influential authors, collaborative networks, and key thematic areas. Findings indicate a notable rise in publications since 2016, driven by the increasing demand for adaptive and autonomous learning strategies. Co-authorship and co-citation analyses using VOSviewer reveal robust global collaborations, with significant contributions from institutions in the US, UK, and Australia. Key thematic clusters, such as self-directed learning, digital education, and professional adaptability, were identified, reflecting the relevance of heutagogical practices in addressing 21st-century workforce challenges. The results offer significant perspectives for stakeholders who seek to include heutagogical approaches into professional development initiatives. [ABSTRACT FROM AUTHOR]
ISSN:	21662681
DOI:	10.32674/tvdrc668