Application of Fuzzy Delphi Method (FDM) in Development of the Heutagogical and Technological Practices in Next Generation Learning Spaces (NGLS) Framework

Abstract

The usability of suitable pedagogical strategies and activities in the classroom is a vital key in Malaysian education. Teachers need the transition from the conventional pedagogical approaches to digitalization approaches with student-centred. The teacher should move faster from the pedagogy, andragogy to the heutagogy approach, focusing on technology integration in teaching and learning. The Fuzzy Delphi Method is used in this article to develop heutagogical and technological practises in Next Generation Learning Spaces (FDM). Thirteen experts in curriculum, pedagogical and technology are involved in this research. The threshold value for the accepted elements for pedagogy strategies is 0.133, and the value (d) construct is 0.153 for teaching and learning activities. Hence the value (d) construct for the online tutorial is 0.050 and for online learning, the value (d) construct is 0.177. Therefore, the threshold value described the (d) value is lower than 0.2 (d ≤ 0.2), which shows the acceptable elements indicator in FDM. The overall findings demonstrated the experts' consensus range between 75% to 100%. The α-cut value for acceptable elements also shows ≥ 0.5, a range value between 0.792 and 0.967. The defuzzification process will shift the ranking of the elements in developing the NGLS framework in teachers' pedagogy and technological practices. This research definitely creates a new transition in heutagogical and technological practices for Next Generation Learning Spaces to enhance education in the digital age.