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Author ORCID Identifier

0009-0001-1146-4367

Abstract

In today’s digital age, independent, self-directed learning is essential for navigating complex information environments. Digital competencies support this by enabling learners to critically engage with, evaluate and apply information while maintaining autonomy and adaptability. This hermeneutic phenomenological study adopts a qualitative, interpretivist approach to explore the lived experiences of individuals engaged in heutagogical learning, where learners take intentional control over what, how and when they learn. Grounded in a constructivist epistemology, data were collected through nine in-depth, semi-structured online interviews. Thematic analysis revealed three key findings. First, self-directed learning is often unconscious and intrinsically motivated, driven by internal determination rather than external pressures. Second, both internal and external factors shape learning: cognitive overload and low motivation act as barriers, while peer support and learning communities enhance engagement and problem-solving. Third, the relationship between digital competencies and learner autonomy is context dependent. While digital skills and tools can enhance independence, they are not always essential, as autonomy can also stem from critical thinking and learner enthusiasm. Digital competencies extend beyond technical skills, shaping learners’ agency, identity and capacity for self-directed learning within diverse contexts. The study underscores heutagogical learning as an evolving, reflective and context-driven process deeply rooted in the learner’s lived experience within or outside of digital environments.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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