A Phenomenological Study on the Enabling Role of Digital Competencies in Heutagogical Learning Contexts

This study examines how digital competencies contribute to independent learning within heutagogical contexts in higher education. The research was conducted to address assumptions that digital competence directly enables learner autonomy, despite limited understanding of this empirical relationship in practice. A qualitative hermeneutic phenomenological approach was employed, using nine semi-structured interviews to explore learners’ lived experiences in digitally mediated environments. The findings indicate that self-directed learning is primarily driven by intrinsic motivation and often occurs unconsciously. Digital competencies were found to act as enabling factors by facilitating access, flexibility and engagement, however, their influence on autonomy was context-dependent rather than deterministic. The study contributes to theory by reconceptualising digital competence as a relational and experiential construct within heutagogical learning, rather than a purely technical skill set. It further extends heutagogical theory by demonstrating that autonomy emerges through the interaction of motivation, self-efficacy and contextual factors. In practice, the findings highlight the need for higher education institutions to move beyond skills-based approaches and instead foster environments that support reflective, motivated and adaptable learners.