The digitalisation of education has accelerated the transition toward heutagogical approaches, particularly in postgraduate education, fostering learner autonomy and self-directed learning. This study investigates how Master’s degree students perceived and engaged with the principles of Education 3.0 and Education 4.0, focusing on their awareness, self-development practises, and attitudes toward heutagogical principles. The survey involved 149 Master’s students from four Kazakh universities, using a questionnaire structured into two blocks: self-assessment of engagement in self-development and evaluation of heutagogical principles. The findings demonstrate that the majority of students recognised the importance of self-directed learning, with 79.2% consistently engaging in self-development and 88.59% supporting the principle of “knowing how to learn as a key skill.” However, mixed responses to other principles, such as “learning goes beyond specific disciplines,” reveal varying degrees of acceptance of heutagogical approaches. The study highlights the need to balance heutagogical frameworks with traditional educational methods to address students' diverse learning preferences. The theoretical part connects the concepts of Education 3.0 and 4.0 with the development of self-directed learning and its integration into digital education. The results suggest that further exploration of heutagogical approaches in postgraduate education is necessary, including the design of Massive Open Online Courses (MOOCs) to support heutagogical principles and Education 4.0 practices.