Abstract
The 21st century demands learners capable of self-determined and lifelong learning which is professionally called heutagogy. Concurrently, instructional videos have proliferated the internet thereby becoming ubiquitous learning resources. This paper explores the critical role of instructional videos in facilitating and enhancing heutagogical practices. Through a comprehensive review of literature, historical development, theoretical foundations, and practical applications, we argue that well-designed instructional videos are not merely passive content delivery tools but powerful enablers of learner autonomy, capability development, and metacognition. The paper examines the alignment between video affordances (accessibility, flexibility, pause/replay, multimodal presentation, and multisensory engagement) and heutagogical principles (learner agency, double-loop learning, self-reflection). It details diverse applications across formal and informal learning contexts, while acknowledging significant challenges including passive consumption risks, digital divides, content quality variance, and metacognitive demands. Best practices for designing heutagogically-aligned videos (micro-learning, interactivity, reflection prompts, UDL) are presented. The conclusion emphasizes that instructional videos, when leveraged strategically, are indispensable tools for cultivating the self-determined learners essential for navigating the complexities of the modern world. Recommendations focus on design imperatives, teacher roles, learner support, and equitable access.