The purpose of this research was to determine the extent to which pre-service teachers were self-directed before implementing habits of mind as a teaching strategy. The researchers purposively focused on first to fourth-year BEd students. The sample consisted of 277 students who volunteered. A concurrent mixed-method triangulation approach was applied. Even though the students overestimated themselves in Williamson's self-rating scale of self-directed learning, the habits of mind positively affected developing various aspects of the self-directed learning process. Pre-service teachers recognised the importance of applying habits of mind, which will help them use their new knowledge in classroom practices and promote self-directed learning. Therefore, it is recommended that the future training of pre-service teachers be scaffolded around the habits of mind that will contribute to developing the teachers' ways of thinking, self-directed learning, and competencies. In addition, several habits of mind will support teachers in utilising and/or adjusting their prior learning to be open to or contribute to the construction of new knowledge. It is also recommended that habits of mind be infused into the current BEd curriculum in order to foster self-directed learning.

This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning.

This scholarly book explores the latest education research on metacognition and self-directed learning, providing practical insights for educators and students. As the thirteenth volume in the NWU Self-Directed Learning Series, it focuses on developing metacognitive skills to enhance self-regulation, motivation, and independent thinking – key competencies for success in the 21st century. Metacognition plays a vital role in learning, helping students plan, evaluate, and self-assess their progress. Research shows that students with strong metacognitive strategies achieve better learning outcomes, apply knowledge effectively, and persist through academic challenges. This book offers evidence-based teaching strategies to support the development of self-regulated learning and motivation in diverse educational settings. It examines teaching behaviour and instructional methods that foster metacognitive growth in both basic and higher education. With a particular focus on the South African education landscape, it extends research in cognitive, developmental, and applied psychology. Researchers and educators will find practical approaches for integrating metacognition into various disciplines, making this book a valuable resource for both undergraduate and graduate education programmes.

Many South African schools face educational resource shortages that hinder effective teaching and learning. This study investigates a community-driven Open Educational Resources (OER) initiative implemented within a teacher education programme at a South African university, where Bachelor of Education (BEd) students (n = 400) from first to fourth year across the Vanderbijlpark and Potchefstroom campuses were engaged in designing sustainable Learning and Teaching Support Materials (LTSM) from recyclable materials. A purposively selected qualitative subsample (n = 53) participated in the study. Framed within an interpretivist and qualitative phenomenological design, data were collected through structured written reflections capturing participants’ experiences of the project. The findings show that creating OER from recyclable materials strengthened resourcefulness, collaboration, and awareness of educational inequality, while also encouraging more accessible and context-responsive teaching practices. The study contributes to understanding how Environmental, Social, and Governance (ESG)-aligned operational innovation can foster self-directed learning and sustainable teacher education in under-resourced contexts.

Empowering 21st-century skilled teachers: A holistic approach brings together original research from scholars at the Faculty of Education at North-West University in South Africa, examining how teachers can be holistically prepared for the demands of contemporary and future classrooms. This scholarly book explores how pre-service and in-service teachers can be equipped to develop and teach 21st-century skills, navigate emerging technologies such as the Internet of Things, artificial intelligence, Thinking Maps®, open educational resources (OERs), etc., and address issues of social justice and diversity, offering new contributions to scholarship on holistic teacher education in varied South African contexts. The volume covers themes ranging from ethics of care and education law to innovative, discipline-specific didactics in Mathematics education, History education, Accounting education, Afrikaans, English and Sesotho language education. Across these areas, the chapters foreground key competencies such as self-directed learning, play-based pedagogies, critical thinking, mathematical noticing and other essential 21st-century competencies needed for effective teaching in inclusive classrooms. The research employs a range of mixed methodologies, including exploratory and experimental designs, case studies, systematic reviews, educational design research, and participatory action learning and action research (PALAR), providing a holistic and practice-informed perspective on teacher development. Aimed at scholars and researchers in teacher education, didactics, education ethics, education law, self-directed learning and emerging pedagogies, this volume provides a substantial and original contribution to knowledge. It serves as a comprehensive resource for academics investigating how to prepare teachers for the complexities of 21st-century and future learning environments.

Empowering 21st-century skilled teachers: A holistic approach brings together original research from scholars at the Faculty of Education at North-West University in South Africa, examining how teachers can be holistically prepared for the demands of contemporary and future classrooms. This scholarly book explores how pre-service and in-service teachers can be equipped to develop and teach 21st-century skills, navigate emerging technologies such as the Internet of Things, artificial intelligence, Thinking Maps®, open educational resources (OERs), etc., and address issues of social justice and diversity, offering new contributions to scholarship on holistic teacher education in varied South African contexts. The volume covers themes ranging from ethics of care and education law to innovative, discipline-specific didactics in Mathematics education, History education, Accounting education, Afrikaans, English and Sesotho language education. Across these areas, the chapters foreground key competencies such as self-directed learning, play-based pedagogies, critical thinking, mathematical noticing and other essential 21st-century competencies needed for effective teaching in inclusive classrooms. The research employs a range of mixed methodologies, including exploratory and experimental designs, case studies, systematic reviews, educational design research, and participatory action learning and action research (PALAR), providing a holistic and practice-informed perspective on teacher development. Aimed at scholars and researchers in teacher education, didactics, education ethics, education law, self-directed learning and emerging pedagogies, this volume provides a substantial and original contribution to knowledge. It serves as a comprehensive resource for academics investigating how to prepare teachers for the complexities of 21st-century and future learning environments.