Heutagogical empowerment in culturally conservative higher education: reflective assessment, dialogic learning, and the emergence of academic agency

Introduction This study examines how heutagogical learning environments support academic agency among students from culturally conservative communities. Methods A qualitative case study was conducted with ultra-Orthodox female students in an online teacher education course, using reflective writings, observations, and course materials. Results Findings reveal three interconnected processes: reflective self-assessment, dialogic learning, and supportive facilitation, which collectively foster the emergence of academic agency. Discussion The study proposes the Heutagogical Empowerment Model, highlighting how culturally responsive, learner-centered pedagogies can support autonomy and participation in higher education.