Main Article Content
The education system requires several modifications in teaching methods to meet the learning needs of students in the 21st century. Accordingly, teachers are urged to implement pedagogical transformation to provide students with knowledge and various skills in preparation for future careers. The heutagogic approach is seen as a new pedagogical alternative that is able to support the desire for change in education. By focusing on student centralization, the application of heutagogy elements can increase the level of student autonomy in the teaching and learning process. However, how do Islamic Education teachers implement elements of heutagogy among students in secondary schools? To answer this question, the research was conducted with a qualitative methodology using a case study design. Data was collected through semi-structured interviews and document analysis. Purposive sampling was used to select four Islamic Education teachers as study participants in different secondary schools from four states. The interview data was transcribed and analyzed thematically before being triangulated with document analysis. To construct an accurate theme, data from all participants were compared. The findings of the study show that Islamic Education teachers have applied elements of heutagogy in their teaching and learning process. This finding has an impact on educators in particular and school administrators in general in terms of improving teaching methods to meet the current needs of students. In addition, the application of the heutagogy approach among students has the potential to open an effective learning environment for the involvement of stakeholders in improving national education.