ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
This article is part of the Research TopicHeutagogical Approach: Meeting Today's Educational ChallengesView all articles
Growing independent thinkers: The role of technology-supported cooperative learning in fostering self-directed learning in Mathematics
Provisionally accepted
- Faculty of Education, North West University, Potchefstroom, South Africa
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Equipping learners with the ability to manage their own learning has become a priority in mathematics education, particularly at the lower-secondary level. This resonates with heutagogical calls for self-determined learning from an early age. However, in many under-resourced schools, traditional teacher-centred instruction remains dominant, limiting opportunities for autonomy and collaboration. Cooperative learning (CL) shows promise in supporting engagement and achievement and its potential is strengthened when combined with digital tools. Yet, limited research has explored how such technology-supported cooperative learning (TSCL) interventions, informed by the heutagogical lens, influence Grade 8 learners' perceptions of their self-directed learning (SDL) abilities in mathematics. This study investigated the effect of a TSCL intervention on Grade 8 learners' perceptions of four SDL dimensions: learning motivation, planning and implementation, self-monitoring and interpersonal communication. Conducted in ten South African public schools, two schools formed the experimental group and eight served as the control group, with 427 learners in Cycle 1 and 522 in Cycle 2. A DBR approach and sequential explanatory mixed-methods design were used. Data were collected through pre/post SDLI questionnaires, interviews and classroom observations. Findings showed statistically significant improvements in all SDL dimensions, especially motivation and interpersonal communication. Qualitative data affirmed increased learner autonomy and engagement. Interpreted through a heutagogical lens, the findings suggest that TSCL can begin to cultivate capabilities associated with self-determined learning such as agency, collaboration and reflection in mathematics classrooms. The study highlights TSCL as an effective strategy for promoting SDL, supported by sustained teacher professional development.
Keywords: 21st -century skills, design-based research, MathematicsEducation, Self-directed learning, stem, technology-supported cooperative learning
Received: 13 Oct 2025; Accepted: 20 Jan 2026.
Copyright: © 2026 Sekano, Laubscher and Bailey. 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) or licensor 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.
* Correspondence: Gordon Sekano
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