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Dynamic and competitive labour markets provide challenges for the higher education sector, necessitating the production of graduates capable of adaptation and proficient in self-directed learning and critical thinking. As a result, conventional teaching approaches are deemed insufficient for this objective. Learner-centred methodologies that promote a framework suitable for the application of practical knowledge, autonomy, adult education requirements, and experiential learning are essential. The educational philosophy at Durban University of Technology (DUT) was formulated within the framework of the Envision 2030 strategy, which seeks to harmonise contemporary educational methodologies with flexibility, social effect, and innovation, particularly concerning Andragogy and Heutagogy. This study seeks to examine the functions of andragogy and heutagogy in the critical shift from conventional pedagogy, via the lens of DUT's Philosophy of Education, and to evaluate how these methodologies might improve employability, lifelong learning, and student engagement. This will also analyse the implementation of DUT's Philosophy of Education within the institution and within the broader higher education sector. A conceptual review was done to examine modern pedagogical frameworks, their theoretical basis, and their implementations in higher education. Nevertheless, student engagement and autonomy are constrained in conventional instruction. Integrated heutagogy and andragogy foster self-directed education, problem-solving, and self-determined experiential learning. The DUT Philosophy of Education promotes creativity via design thinking and project-based learning to facilitate lifelong education, linked with labour market demands and educational priorities, therefore yielding proficient and adaptable graduates.