Abbasi, M. (2014). Vazi'at-e mojood va motaleub-e roykardhaye amoozeshi-ye pedagogy, andragogy va heutagogy dar amoozesh-e modiran-e Daneshgah-e Ferdowsi-ye Mashhad [The current and desired status of pedagogical, andragogical, and heutagogical approaches in the training of managers at Ferdowsi University of Mashhad] (Master’s thesis, Ferdowsi University). [In Persian]
Abili, K., & Mazari, E. (2021). Providing a self-development heutagogic model in an electronic context (a model for learning leadership). Daneshnameh-ye Digital Transformation, 2(1), 1–17. [In Persian]
Ahmed, Y., Wiggill, R., Janse van Rensburg, A., Isaacs, M., Mohamed, N., Simandla, G., ... & Ebrahim, A. (2023). Position Paper 1: Lifelong learning and development to aid organisational innovation at GMT.
Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emerging technologies in distance education. Athabasca University Press.
Baghrianfar, M. (2015). Heutagogy in adult education. Faslnameh-ye Motale'at-e Modiriat bar Amoozesh-e Entezami, 8(3), 115. [In Persian]
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184.
Bansal, A., Jain, S., Sharma, L., Jain, C., & Madaan, M. (2020). Students’ perception regarding pedagogy, andragogy, and heutagogy as teaching–learning methods in undergraduate medical education. Journal of Education and Health Promotion, 23, 1–7.
Bazargan, A. (2008). Moqaddameh-i bar ravesh-haye pazhohesh-e keyfi va amikhteh [Introduction to qualitative and mixed research methods] (5th ed.). Didavar. [In Persian]
Blaschke, L. M., & Fletcher, T. H. (2022). Heutagogy in the age of digital transformation: Challenges and opportunities for lifelong learning. Journal of Adult and Continuing Education, 28(2), 455–472.
Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks. Pacific Journal of Technology Enhanced Learning, 1(1), 1–14.
Canning, N., & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), 71-82.
Chan, C. G., Embi, M. A. B., & Hashim, H. (2019). Primary school teachers’ readiness towards heutagogy and peeragogy. Asian Education Studies, 4(1), 11.
Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.).
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology, 49(1), 5–22.
Dorani, K., & Baghrianfar, M. (2013). Heutagogy in adult education and schooling. National Conference of Curriculum Studies Association of Iran. [In Persian]
Eisenhardt, K. M. (1989). Building theories from case study research. Academy of Management Review, 14, 532–550.
Ekoto, C. E., & Gaikwad, P. (2015). The impact of andragogy on learning satisfaction of graduate students. American Journal of Educational Research, 3, 1378–1386.
Ettyani, F., Eka, S., & Yuliyanto. (2023). Heutagogy as a training approach for teachers in the era of Society 5.0. Magister Scientiae, 51(2), 133–143.
Fallahi, M., Kamasi, M., & Aliabadi, K. (2019). E-learning theories with emphasis on independence theory. Nashriyeh-ye Motale'at-e Amoozeshi, 8(1), 41–49. [In Persian]
Forastkhah, M. (2009). Foresight on the quality of Iranian higher education; A model derived from grounded theory (GT). Faslnameh-ye Pazhohesh va Barnamerezizi dar Amoozesh-e 'Ali, 14(4), 67–95. [In Persian]
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine.
Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3–4), 381–391.
Habibi Asl, P. (2021). Strategies for developing professional knowledge of part-time teachers based on heutagogy, synergogy, andragogy, and pedagogy (Master’s thesis, Payame Noor University, Shiraz). [In Persian]
Hase, S. (2014). An introduction to self-determined learning (heutagogy). In L. M. Blaschke & C. Kenyon (Eds.).
Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. UltiBase Articles.
Homan, H. A. (2010). Rahnamay-e amali-ye pazhohesh-e keyfi [Practical guide to qualitative research] (2nd ed.). Sazman-e Motale'eh. [In Persian]
Hosinian, B. H. S., Nili, M. R., & Sharifian, F. (2020). Comparative study of dimensions of professional development programs for primary teachers in Iran and selected countries. Pazhohesh dar Nezam-haye Amoozeshi, 14(49), 73–90. [In Persian]
Jahaniyan, R., & Qodsi, S. (2014). Relationship between organizational justice and professional growth. Rahyafte-ye No dar Modiriat-e Amoozeshi, 5(3), 97–114. [In Persian]
Kenyon, C., & Hase, S. (2001). Moving from andragogy to heutagogy in vocational education.
Khodavisi, S., & Saraji, F. (2018). Professional development of teachers using virtual space. Teknolozhi-ye Amoozeshi, 14(1), 109–121. [In Persian]
Lange, D. (1994). A blueprint for a teacher development program. In J. Richards & D. Nunan (Eds.), Second language teacher education (pp. 245–268). Cambridge University Press.
Maleki, S. (2018). Professional development of teachers. Farda School Growth Monthly, 18(4), 6–18.
Marsap, A., & Narin, M. (2009). The interaction of distance learning via internet and face-to-face learning: Why face-to-face learning is required? Procedia Social and Behavioral Sciences, 1(4), 2871–2878.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396.
Mesarosova, M. (2017). Care for self-development in relation to self-regulation in students of helping professions. International Journal of Social Sciences, 3(1), 586–596.
Mohammadi, R., & Hosni, A. (2019). Effect of lesson study on professional development of teachers. Tadris-pazhohi, 7(1), 1–18. [In Persian]
Peters, O. (2001). Learning and teaching in distance education: Pedagogical analyses and interpretations. Psychology Press.
Richardo, R. (2016). Program Guru Pembelajar: Upaya peningkatan profesionalisme guru di abad 21. Proceedings of the Mathematics Education Seminar, 777–785.
Samii Zefrghandi, M. (2011). Methods for improving in-service teacher training. Novavari-haye Amoozeshi, 10(39), 151–177. [In Persian]
Shafiei, N. (2018). Self-determination curriculum from the perspective of heutagogy. Fifth International Conference on Psychology and Educational Sciences, Qazvin. [In Persian]
Soleimani, B., Hakimzadeh, R., & Karamdust, N. (2014). Self‑determination level of virtual students at Mehr Alborz University based on the principles and components of the heutagogical approach. *Faslnameh-ye Nazariyeh va Elm dar Barnam-e Darsi*, 2(4), 35–60. [In Persian]
Tarfi, J., Nategi, F., & Jalalvandi, M. (2020). Place of pedagogical, andragogical and heutagogical approaches in teachers’ professional development. Modiriat-e Madraseh, 8(1), 77–96. [In Persian]
Tarjoman, L., & Seyadat, S. H. (2019). Feasibility of e-learning in rural and nomadic secondary schools. Modiriat va Barnameh-rizi dar Nezam-haye Amoozeshi, 12(1), 311–338. [In Persian]
Valverde-Berrocoso, J., Garrido-Arroyo, M. C., Burgos-Videla, C., & Morales-Cevallos, M. B. (2020). Trends in educational research about e-learning: A systematic literature review (2009–2018). Sustainability, 12, 1–23.
Vashist, V. (2002). Modern methods of training of elementary school teachers. Sarup & Sons.
)