Learner-directed learning trumps adult learning

In this episode, we’re exploring learner-directed learning—a powerful approach that puts learners firmly in the driver’s seat. It builds on what we already know about adult learning and takes it one step further, offering people more choice and control over their own learning journey. If you’ve ever wondered how we can better support people to be flexible, self-motivated learners who can adapt to change, this approach might just be the missing piece.

The formal term for this is heutagogy (hint: the first syllable rhymes with ‘quoit’), coined by Hase and Kenyon (2000), but we’ll mostly use “learner-directed learning” as it’s a bit easier to wrap our tongues around. It fits into a broader learning landscape that includes pedagogy (teaching of children, typical of schools) and andragogy (adult learning, as championed by Malcolm Knowles). Where pedagogy is about content delivery, and andragogy shifts the focus to relevance and learner engagement, learner-directed learning gives people greater control to decide not just how they learn—but also what and why.

You probably already know that we love the adult learning principles (which we covered in an earlier blog post). These were proposed by Malcolm Knowles back in the 1970s and are still widely used today. The six principles are:

1. Adults need to know why they’re learning something
2. Adults are self-directed in their learning
3. Adults bring a wealth of experience to learning
4. Adults are ready to learn things that are immediately relevant
5. Adults prefer problem-centred learning
6. Adults are motivated more by internal than external factors.

As extension practitioners, we see these principles at play all the time. A grower wants to understand soil biology because their yields are dropping. A livestock manager is more engaged when we focus on solving a real problem in their herd. And when we acknowledge the decades of experience they bring, we build trust and create meaningful discussion.

But what if we go further? That’s where learner-directed learning comes in. It encourages learners to take more control—not just of how they learn, but of what they learn and why. It places the learner at the centre of the learning process, even shaping the learning outcomes themselves.

Learner-directed learning is based on six core principles:

1. Learner agency – learners actively shape what, how, and why they learn
2. Capability development – learners build the ability to apply knowledge in different contexts
3. Self-reflection and metacognition – learners reflect not just on what they learn but how they learn
4. Non-linear learning – learning paths are flexible, iterative, and often non-sequential
5. Double-loop learning – learners question underlying assumptions, not just specific actions
6. Contextual learning – knowledge is constructed through experiences.

In many ways, learner-directed learning builds on adult learning and takes it to the next level. It assumes learners are intrinsically motivated and capable of identifying their own learning needs. Rather than simply consuming content or attending structured workshops, they’re co-creators of their learning journey.

For example, in a workshop on pasture management, a pedagogical approach might involve delivering a lecture with slides. An andragogical approach might ask participants to identify their current challenges and encourage them to solve these. A heutagogical approach would take it even further—perhaps providing a range of resources and peer stories, and inviting each participant to pursue their own inquiry, supported by coaching or reflection.

This shift is particularly useful in extension work, where we’re often dealing with complex, context-specific challenges. Think of farmers trialling a new technology. Rather than prescribing a step-by-step guide, we might support them to identify what they want to learn from the trial, reflect on the outcomes, and adapt based on their own observations and goals. That’s learner-directed learning in action.

One of the key distinctions in learner-directed learning is its focus on capability rather than competence. Competence is about being able to perform a specific task reliably under known conditions. Capability is broader—it’s about being able to adapt, innovate, and apply knowledge in new and changing contexts. As Blaschke (2012) notes, capability better prepares people for unpredictable environments, which is exactly what we face in agriculture today.

Another important concept is double-loop learning. While single-loop learning focuses on improving actions—like adjusting fertiliser rates—double-loop learning involves stepping back and questioning the assumptions behind those actions. For instance, instead of just tweaking irrigation schedules, a grower might reflect on whether their entire approach to water management still fits their values, goals, or emerging climate risks. Maybe they’d be better off choosing a less water dependent crop for their situation.

Learner-directed learning also embraces non-linear learning. Adults often learn in fits and starts—through conversations, experiments, setbacks, and reflection. They might revisit ideas several times before they make sense. Learner-director learning welcomes that, offering a flexible structure that adapts to each learner’s journey.

Finally, context matters. In learner-directed learning, knowledge is not abstract or general—it’s built from the learner’s own context. That might be their farm, their business, or their community. We see this all the time in peer groups or learning networks, where people share ideas that only make sense when grounded in their local environment and lived experience.

So how do these learner-directed learning principles amplify the six adult learning principles?

• Where adults want to know why they’re learning, learner-directed learning supports them to define their own why
• Where adults prefer self-direction, this gives learners more control
• Where experience is valued, this is the foundation for new learning
• Where relevance drives learning, it’s learner-defined and context-specific
• Where problem-solving is central, learners frame the problems themselves
• And where internal motivation matters, learner-directed learning leverages curiosity, ownership, and purpose

As enablers of change, embracing learner-directed learning means being willing to let go of control. It means trusting learners to navigate uncertainty, and being ready to support them with resources, coaching, and reflective tools rather than predefined content. That might mean offering flexible toolkits, or mentoring programs. It might mean hosting a space—physical or virtual—where learners share their journeys, not just their outcomes.

In the end, we think learner-directed learning doesn’t discard pedagogy or andragogy—it builds on both. It invites us to think of learning as co-development between the learner and us. That’s something we’ve always tried to support in extension—and learner-directed learning gives us a useful framework for doing it even better.

Finally, a hat tip to Bob Dick, who first pointed us towards the concept of heutagogy (and helped us to pronounce it)! He made an insightful comment on our original blog post about adult learning, and generously shared some of the references we’ve drawn on here.

We’ve shared our thoughts, now it’s your turn! Add a comment below with your experiences, tips, and ideas on supporting learner-directed learning. We’d love this to be a conversation—your insights are invaluable to the community. 

Thanks for joining us on this Enablers of Change episode! Don’t forget to subscribe to our newsletter to catch future episodes, and share this post with friends who might enjoy the discussion. Until next time, keep learning!

Resources

Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distance Learning, 13(1), 56–71. https://doi.org/10.19173/irrodl.v13i1.1076

Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Ulti-BASE In-Site. https://researchportal.scu.edu.au/esploro/outputs/journalArticle/From-andragogy-to-heutagogy/991012821597602368