Devy Angga Gunantar, Maman Suryaman, Anita Triastuti
This research critically analyzed the application of Self-Determined Learning Model of Instruction within the contexts of English for Specific Purposes (ESP) in Higher Education. In the current age characterized by globalization and digital transformation, students are not only expected to be competent linguistically but they also need to develop some other important skills such as self-directed, adaptability, and critical thinking skill to face the global competitions at workplaces. The theory of heutagogy, or self-directed learning, has been introduced a pedagogical foundation which strengthens students to be more self-reliant, reflective, and possess lifelong attitudes and characters. This study applied qualitative and critical analysis in exploring the implementation of self-determined learning models in ESP classrooms at the university level. Moreover, this research additionally explored the approaches and challenges encountered by the lecturers during the implementation of the models. The results showed that the implementation of the self-determined learning framework in the ESP learning environment can increase students’ interest and enthusiasm, and significantly encourage their active engagement in learning activities. This model not only strengthens the mastery of English material relevant to specific purposes but also facilitates the development of soft skills that are highly needed in the future world of work. Furthermore, the use of this self-directed learning model aligns with the real-world competency needs that students must possess for their professional careers. ESP lecturers need to incorporate the principles of the self-determined learning approach (heutagogy) into their learning strategies, curriculum, and assessment methods as an effort to prepare students to become independent learners in facing global challenges and a constantly changing work environment. Copyright (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Department of Language Education, Faculty of Language and Arts, Universitas Negeri Yogyakarta, Indonesia; Universitas Semarang, Indonesia
