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

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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]
Copyright of Journal of Interdisciplinary Studies in Education is the property of Journal of Interdisciplinary Studies in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interdisciplinary+Studies+in+Education%22">Journal of Interdisciplinary Studies in Education</searchLink>. 2025, Vol. 14 Issue 3, p81-108. 28p.
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  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br />*<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-managed+learning+%28Personnel+management%29%22">Self-managed learning (Personnel management)</searchLink>
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Interdisciplinary Studies in Education is the property of Journal of Interdisciplinary Studies in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187715676
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      – SubjectFull: Career development
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      – SubjectFull: Bibliometrics
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      – SubjectFull: Autodidacticism
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      – SubjectFull: Professional employee training
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              Text: 2025
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