A Critical Pedagogy-Based Andragogical Self-Learning Framework for AI/IoT-Enabled Hybrid Adult Education: A Systematic Review and Conceptual Model Development
DOI:
https://doi.org/10.21009/jtp.v28i1.66496Keywords:
Self-directed learning; artificial intelligence, internet of things (IoT), Andragogy, critical pedagogy, hybrid learningAbstract
This study aims to develop a validated conceptual model—the Andragogical Self-Learning Framework for AI/IoT-Enabled Hybrid Education (ASFAIHE) that integrates Knowles’ andragogy and heutagogy with AI/IoT-enabled hybrid learning environments, mediated by critical pedagogy principles of learner agency and digital equity. Method: A systematic mixed-methods review was conducted following PRISMA 2020 guidelines. Electronic searches were performed across five major databases (PubMed, Scopus, Web of Science, IEEE Xplore, and Google Scholar) for peer-reviewed studies published between 2005 and 2025. Inclusion criteria required studies to address adult learning theories (specifically andragogy or related models), AI and/or IoT in educational contexts, critical pedagogy principles, and hybrid or digital learning environments. Of 3,456 initially identified records, 85 studies met all inclusion criteria after two-stage independent screening. Qualitative data were analyzed through thematic synthesis following Thomas and Harden’s approach using NVivo; quantitative findings were synthesized via random-effects meta-analysis using R’s ‘metafor’ package; bibliometric mapping was conducted using VOSviewer. Results: Thematic synthesis yielded four interrelated themes: (1) Learner Autonomy and Scaffolding, (2) Adaptive Feedback Loops, (3) Contextual Sensing via IoT, and (4) Data Privacy and Ethical Concerns. Meta-analysis revealed that AI-driven adaptive systems significantly enhance learner engagement (pooled g = 0.65; 95% CI [0.52, 0.78], p < 0.001) and self-efficacy (g = 0.58; 95% CI [0.45, 0.71], p < 0.001). These findings were integrated into the ASFAIHE model, which conceptualizes adult learner engagement as a function of AI personalization, IoT contextual feedback, and critical consciousness. Contribution: This study produces a theoretically grounded and empirically supported conceptual model that constitutes a novel design architecture for hybrid AI learning ecosystems in adult education. The model advances existing frameworks by systematically embedding critical pedagogy as an ethical and transformative mediator. Longitudinal and cross-cultural empirical validation is recommended to strengthen the model’s generalizability.
References
Aan Anisah, A. A., Sri Asnawati, & Dian Permana Putri. (2023). Development of the Flipbook e-module with a Scientific Approach Problem Based Learning in Improving Students’ Abstract Skills. JTP - Jurnal Teknologi Pendidikan, 25(3), 584–597.
Agonács, N., & Matos, J. F. (2019). Heutagogy and self-determined learning: a review of the published literature on the application and implementation of the theory. Open Learning: The Journal of Open, Distance and e-Learning, 34(3), 223–240. Retrieved from https://www.tandfonline.com/doi/full/10.1080/02680513.2018.1562329
Blaschke, L. M. (2021). The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning. British Journal of Educational Technology, 52(4), 1629–1645. Retrieved from https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13105
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101.
Carius, A., & Scartoni, F. R. (2023). Digital Critical Pedagogy: Describing Paths to Digital Equity. Global Journal of Information Technology: Emerging Technologies, 13(2), 100–112. Retrieved from https://un-pub.eu/ojs/index.php/gjit/article/view/9123
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Routledge. Retrieved from https://www.taylorfrancis.com/books/9781134742707
Cukurova, M. (2025). The interplay of learning, analytics and artificial intelligence in education: A vision for hybrid intelligence. British Journal of Educational Technology, 56(2), 469–488. Retrieved from https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13514
Dede, C., Richards, J., & Saxberg, B. (2018). Learning Engineering for Online Education. Learning Engineering for Online Education. Routledge.
Farag, A., Greeley, L., & Swindell, A. (2022). Freire 2.0: Pedagogy of the digitally oppressed. Educational Philosophy and Theory, 54(13), 2214–2227. Retrieved from https://www.tandfonline.com/doi/full/10.1080/00131857.2021.2010541
Faridah, I., & Kunarso, K. (2022). The Judge Considerations In Making Decision Against Narcotics In Children. Journal of Court and Justice, 22–33. Retrieved from https://journal.jfpublisher.com/index.php/jcj/article/view/208
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & López Menéses, E. (2024). Adoption of the Internet of Things in higher education: opportunities and challenges. Interactive Technology and Smart Education, 21(2), 292–307. Retrieved from http://www.emerald.com/itse/article/21/2/292-307/1233004
Freire, P. (1970). Pedagogy of The Oppressed. Seabury Press.
Garrison, D. R., & Vaughan, N. D. . (2013). Blended learning in higher education : framework, principles, and guidelines. Jossey-Bass. Retrieved February 26, 2026, from https://books.google.com/books/about/Blended_Learning_in_Higher_Education.html?hl=id&id=UhYnZbYhDl0C
Guetterman, T. C., Fetters, M. D., & Creswell, J. W. (2015). Integrating Quantitative and Qualitative Results in Health Science Mixed Methods Research Through Joint Displays. The Annals of Family Medicine, 13(6), 554–561. Retrieved from http://www.annfammed.org/cgi/doi/10.1370/afm.1865
Huang, R., Adarkwah, M. A., Liu, M., Hu, Y., Zhuang, R., & Chang, T. (2024). Digital Pedagogy for Sustainable Education Transformation: Enhancing Learner-Centred Learning in the Digital Era. Frontiers of Digital Education, 1(4), 279–294. Retrieved from https://link.springer.com/10.1007/s44366-024-0031-x
Kartanegara, H. T., Kamil, M., Shantini, Y., Pramudia, J. R., & Saepudin, A. (2024). Andragogy-Based Writing Skills Training Model in Developing Critical Thinking Abilities. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 16(2), 1303–1314. Retrieved from https://ejournal.insuriponorogo.ac.id/index.php/qalamuna/article/view/6114
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The Adult Learner. Routledge. Retrieved from https://www.taylorfrancis.com/books/9781317812180
Lin, X., & Schmidt, S. W. (2025). Empowering Online Adult Educators: Integrating Artificial Intelligence for Enhanced Instructional Strategies. New Directions for Adult and Continuing Education, 2025(188), 24–30. Retrieved from https://onlinelibrary.wiley.com/doi/10.1002/ace.70011
Madni, S. H. H., Ali, J., Husnain, H. A., Masum, M. H., Mustafa, S., Shuja, J., Maray, M., et al. (2022). Factors Influencing the Adoption of IoT for E-Learning in Higher Educational Institutes in Developing Countries. Frontiers in Psychology, 13. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2022.915596/full
Mahendri, R. P., Amanda, M., Latifah, U., & Rawas, S. (2023). Development of Interactive Flipbook-Based E-Module for Teaching Algorithms and Basic Programming in Higher Education. Journal of Hypermedia & Technology-Enhanced Learning, 1(1), 1–17. Retrieved from https://edutech-journals.org/index.php/j-hytel/article/view/18
Panta, R. (2025). Heutagogy: A Comprehensive Review of Self-Determined Learning in Contemporary Education. Cureus. Retrieved from https://www.cureus.com/articles/392419-heutagogy-a-comprehensive-review-of-self-determined-learning-in-contemporary-education
Pardede, E. R. M., Ruslan, D., & Arwansyah, A. (2025). Development of Flipbook-Based E-Module Teaching Materials to Enhance Independence and Learning Outcomes of High School Students. Jurnal Paedagogy, 12(2), 434. Retrieved from https://e-journal.undikma.ac.id/index.php/pedagogy/article/view/15101
Priharjanto, A., & Andriana, N. (2025). Learning Model for Preparing Financial Statements of Village-Owned Enterprises Using the Training, Simulation, and Assistance Model. JTP - Jurnal Teknologi Pendidikan, 27(2), 525–538.
Ritonga, D. A., Verawati, I., & Damanik, S. A. (2025). The Effect of Physical Education Instructional Media on Long Jump Learning Outcomes. JTP - Jurnal Teknologi Pendidikan, 27(2), 454–463.
Storey, V. A., & Wagner, A. (2024). Integrating Artificial Intelligence (AI) Into Adult Education. International Journal of Adult Education and Technology, 15(1), 1–15. Retrieved from https://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJAET.345921
Storey, V. A., & Wagner, A. (2025). Andragogy in the Age of AI: Transformative Pathways for Adult Education (pp. 25–44). Retrieved from https://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/979-8-3373-0502-8.ch002
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 45. Retrieved from https://bmcmedresmethodol.biomedcentral.com/articles/10.1186/1471-2288-8-45
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., et al. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Annals of Internal Medicine, 169(7), 467–473. Retrieved from https://www.acpjournals.org/doi/10.7326/M18-0850
Tsipianitis, D., Misirli, A., Lavidas, K., & Komis, V. (2025). IoT Devices and Their Impact on Learning: A Systematic Review of Technological and Educational Affordances. IoT, 6(3), 45. Retrieved from https://www.mdpi.com/2624-831X/6/3/45
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. Retrieved from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-019-0171-0
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Amarulloh, Herpratiwi, Rangga Firdaus, Viyanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Teknologi Pendidikan is an Open Access Journal. The authors who publish the manuscript in Jurnal Teknologi Pendidikan agree to the following terms.
Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
- You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
- No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
