Frontiers in Education 01 frontiersin.org Heutagogy as an alternative in teacher education: conceptions of lecturers and pre-service teachers of school of education and life-long learning, SDD-UBIDS Linus Mwinkaar * and Jane-Frances Yirdong Lonibe Department of Educational Foundations, School of Education and Life-Long Learning (SoELL), SD Dombo University of Business and Integrated Development Studies, Bamahu, Ghana Introduction: The needs of today’s higher education have changed and higher education does not need a one-way communication from teacher to student but rather learn to appreciate the new role of the teacher as a facilitator with mutual responsibilities toward the creation of knowledge. Heutagogy, which emphasizes learner autonomy and the creation of self-determined learners, has garnered attention as a potential solution to address the evolving needs of teacher preparation. However, empirical research on the beliefs and attitudes of Heutagogy within the teacher education context remains limited. This study aimed to fill this gap by exploring the beliefs and attitudes of lecturers and pre- service teachers of the School of Education and Life-Long Learning (SoELL) at SDD-UBIDS. Methods: Convergent mixed method design with both quantitative and qualitative data analysis, the study collected both quantitative and qualitative data on 513 Pre-service teachers and 30 Lecturers from SoELL, SDD-UBIDS using a four-point Likert scale questionnaire and interview. Results: The findings revealed diverse perspectives among Lecturers and Pre- service Teachers regarding Heutagogy, with varying levels of understanding, acceptance, and readiness for implementation. Lecturers expressed enthusiasm for Heutagogy’s potential to foster learner autonomy and critical thinking skills, while pre-service teachers demonstrated varying levels of readiness and comfort with self-directed learning approaches. Discussion: Lecturers and Pre-service teachers expressed willingness to embrace a self-determined approach in which the learner reflects on what is learned and how it is learned and where the Lecturers teach the learners how to learn by themselves. The cognitive conflict and the inadequacy of pre- service teachers’ preparedness will necessitate a shift in their attitudes toward developing autonomy skills to effectively navigate the challenges of the 21st- century knowledge economy. KEYWORDS pedagogies, andragogy, Heutagogy teaching, learning, teacher education OPEN ACCESS EDITED BY Arumugam Raman, University of Northern Malaysia, Malaysia REVIEWED BY Asma Shahid Kazi, Lahore College for Women University, Pakistan Mohan Rathakrishnan, Universiti Utara Malaysia, Malaysia Arif Altun, Sebelas Maret University, Indonesia *CORRESPONDENCE Linus Mwinkaar linusmwinkaar91@gmail.com RECEIVED 21 February 2024 ACCEPTED 30 April 2024 PUBLISHED 15 May 2024 CITATION Mwinkaar L and Lonibe J-FY (2024) Heutagogy as an alternative in teacher education: conceptions of lecturers and pre-service teachers of school of education and life-long learning, SDD-UBIDS. Front. Educ. 9:1389661. doi: 10.3389/feduc.2024.1389661 COPYRIGHT © 2024 Mwinkaar and Lonibe. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. TYPE Original Research PUBLISHED 15 May 2024 DOI 10.3389/feduc.2024.1389661