Heutagogy in the Age of Artificial Intelligence: Repositioning Research, Innovation, and Sustainable Education

The rapid advancement of Artificial Intelligence (AI) is profoundly reshaping higher education, research practices, and innovation ecosystems worldwide. While AI offers significant opportunities to enhance knowledge production, learning personalisation, and research efficiency, its uncritical adoption risks reinforcing technocratic, inequitable, and ethically fragile educational models. This paper argues that current higher education responses to AI remain overly focused on technological capability and efficiency, with insufficient attention to learner agency, ethical judgement, sustainability, and social responsibility. Drawing on heutagogy (self-determined learning) as a central pedagogical framework, the paper proposes a repositioning of research, innovation, and sustainable education in the age of AI. Using a critical and integrative conceptual approach, the paper synthesises literature across education for sustainable development (ESD), AI ethics, higher education pedagogy, and innovation studies to demonstrate how heutagogy operationalises responsible and human-centred engagement with AI. The analysis highlights how heutagogical principles, learner autonomy, reflexivity, capability development, and lifelong learning, enable individuals and institutions to move beyond information acquisition towards informed decision-making and responsible action. The paper further examines the implications of heutagogy for AI-enabled research and innovation, emphasising research integrity, ethical governance, interdisciplinary inquiry, and societal relevance. Importantly, the paper situates this discussion within Global South and Pacific Island contexts, where digital divides, cultural knowledge systems, and sustainability vulnerabilities necessitate contextually grounded and decolonising educational approaches. It argues that heutagogy provides a powerful mechanism for integrating indigenous and local knowledge with global AI technologies while safeguarding cultural identity and community wellbeing. The paper concludes by outlining strategic policy and practice implications for universities, positioning heutagogy as a critical enabler of ethical AI adoption, sustainable innovation, and future-ready higher education systems. In doing so, it contributes a timely conceptual framework for aligning Artificial Intelligence with human values, sustainability imperatives, and the public good.