The process of curriculum integration based on hyutagogy in bed Electronic training for elementary teachers

Document Type : Original Article

Authors

1 Arman Razavi Institute of Higher Education, Mashhad, Iran

2 Counseling Department, Faculty of Psychology, Shandiz University, Mashhad, Iran

10.48310/jcdr.2025.20411.1218

Abstract

Background and Objectives: Given the development of technology and socio-economic changes, education requires the empowerment of teachers for self-development and self-leadership in order to respond to the needs of society. This study seeks to answer the question: "What is the process of integrating the curriculum with the heutagogy approach for the professional development of elementary teachers in the context of e-learning?" Methods: This study was conducted using a qualitative research method and a data-driven theory approach. Theoretical sampling was conducted by considering specific criteria from among elementary education department heads. Findings: Qualitative data were collected through in-depth and direct interviews with 14 education department heads, researcher experiences, and related sources. These data were analyzed in three stages including open, axial, and selective coding with MAXQDA analytical software. The result of this analysis was the presentation of an intermediate theory whose main categories were "heutagogy" and "e-learning" as drivers of learning leadership. Conclusion: This process is influenced by specific causal conditions among teachers. If learners are also influenced by specific mediating and environmental conditions, they adopt specific strategies, which will result in learning leadership in teachers. Based on these findings, a model for the process of integrating the hetaegogy curriculum for the professional development of teachers in the context of e-learning was presented. This model emphasizes self-leadership, adaptability to technology, and creating a dynamic environment for continuous learning. The results show that integrating hetaegogy with e-learning can be an effective tool for preparing teachers to face the challenges of the 21st century.

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References

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