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Teaching Approaches of High School Teachers in the 21st Century: Fostering the Cultivation of Self-Directed Learning for Computer Science Education
Abstract
Despite social, historical, and cultural diversity, as well as poor educational attainment amongst high school learners, South African higher education is undergoing a digital revolution that fosters the cultivation of self-directed learning. This chapter contends that self-directed learning should not solely prioritize the accomplishment of tasks and the instructor's oversight of task completion. Instead, it should be centered around empowering learners to critically examine established conventions. Studies have demonstrated that learners from underserved regions are at a disadvantage when they enroll in higher education because they lack digital technology skills, which limits their level of critical thinking in problem-solving. The chapter further seeks to assist teachers and education policy makers in South Africa to keep up with the new pedagogical approaches that are suitable for 21st century learners and should enhance self-directed learning.
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