Propose: This study aims to identify and explain the facilitating factors of the heutagogy approach in the training of managers in Ahvaz city.
Method: This research has a practical purpose and employs a descriptive-analytical method. The research population included all secondary school principals in Ahvaz city (N = 100) who were selected and studied by census sampling method. he research tool was a 30-item researcher-made questionnaire, whose content validity and reliability were confirmed by Cronbach's alpha. Data analysis involved descriptive statistics, inferential statistics, exploratory factor analysis, Bartlett's test, and the KMO sampling adequacy index.
Findings: The findings showed that the strategic factors that facilitate the heutagogy approach were six components that explain 64.75% of the total variance of the test. The first factor, learning leadership, accounted for 17% of the variance; the second factor; flexible educational-executive structures 13%; The third factor is the creation of electronic infrastructure and platform 11%; The fourth factor, the ability of managers to use electronic equipment, 9%; the fifth factor; Creating an organizational climate for knowledge sharing 8%; The sixth factor, feedback, explains 6% of the variance.
Conclusion: By identifying and implementing the strategic factors that facilitate the heutagogy approach, managers can be supported to continuously improve as self-directed and self-determined learners, thereby fostering a learning organization.
Identifying and explaining the facilitators of the heutagogy approach in the training of managers
 Introduction: Today, humans live in a knowledge society where knowledge creation and learning have become the normal components of human life. The requirements of life in the present age require that individuals and other social institutions continuously learn and adapt themselves to changes. The wonderful new world of synchronization. On the other hand, the world of work has become more unstable and complex, so the rapid rate of change has made it difficult to predict the future of jobs and job needs accurately. For this reason, workplace learning has become a tool through which organizations can gain a competitive advantage. Managers need high-level learning to progress and increase efficiency in current and future job positions, to improve their way of thinking and acting, and related job information and to achieve organizational goals. Due to the many and extensive changes and the complexity of teaching and training, managers need to improve their knowledge and job skills. Training to empower managers so they can operate in a challenging environment seems mandatory and necessary. However, the current training framework for managers' professional development is mainly based on professional standards and pays less attention to active learning during the training course. Today, the professional development of managers based on three approaches of pedagogy, andragogy, and heutagogy leads to the development of professional knowledge, attitudes, and skills.
Materials and methods: The current research is descriptive-exploratory. The research community included all the principals of secondary schools in Ahvaz city with 10 years of experience and familiarity with the educational approaches of heutagogy (graduates of educational sciences and psychology were familiar with the studied topic) and there were 100 people. The census method was used to collect the samples. To collect data, a researcher-made questionnaire whose content validity was confirmed by experts and which included 25 items and one open question was used. 100 questionnaires were distributed among the target population in order to identify the strategic factors facilitating the heutagogy of secondary school principals in Ahvaz. Finally, 84 questionnaires were returned, which was 84 percent. Descriptive statistics, inferential statistics, exploratory factor analysis, Bartlett's test and sampling adequacy index (KMO) have been used to analyze and analyze information.
Findings: The findings showed that the implementation of heutagogy or self-determination approach has a direct effect on the continuous professional development of managers of organizations.
Conclusion: In general, identifying and explaining the strategic factors of the heutagogy approach and implementing and implementing its effective factors, can increase educational opportunities to a high extent and strengthen the positive attitude towards the learning process, and at the same time, try to remove the obstacles to its implementation. It can help educational managers to improve learning and provide them with countless opportunities. Therefore, based on the perspective of heutagogy, socio-educational developments, and transformations have put new conditions in front of the educational system and administrators. Therefore, the educational approach of self-determination managers is based on self-directed learning processes, and self-determination opportunities are given to them in knowledge discovery to learn and apply system thinking skills and learning ability. and participate in content creation. Also, the heutagogical learning environment has become constructivist and flexible so that learners with internal motivation are actively involved in the learning process and think and reflect on the studied scientific fields with emotional commitment, and from the approach They use deep learning. Finally, it can be safely said that the science of heutagogy is considered an urgent need of today's professional managers.