Developing Future Teachers’ Media Literacy through a Heutagogical Approach
Keywords:
Heutagogy, media literacy, future teachers, self-determined learningAbstract
This thesis explores how a heutagogical approach can support media literacy development among future teachers. Using qualitative document analysis of foundational research on self-determined learning and international media-competence frameworks, it proposes a learning sequence that combines individual inquiry, source verification, responsible media creation, and reflective evaluation. Two classroom-oriented tasks illustrate how student teachers may practice judging digital information and explaining their decisions. The analysis suggests that learner autonomy becomes educationally meaningful when combined with explicit ethical standards and formative feedback. The proposed sequence is conceptual and requires empirical testing.
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