Twenty-First Century Learning (21 CL) – South African Private Secondary Schools in KwaZulu-Natal
Abstract
Globally, many educational systems were designed to produce a labour force to meet the requirements of previous industrial revolutions. Currently, in the fourth industrial revolution, the world is undergoing profound changes in all spheres. Learners need to be prepared for a future with novel jobs, radical information and communication technology (ICT), and global problems never previously encountered. Many countries have therefore, moved from traditional approaches to education, to 21 CL. 21 CL is application-driven, student- focused;, and it incorporates intellectual, social, and emotional aptitudes. The purpose of this research is to provide an in-depth analysis of the 21 CL pedagogy. The study, therefore, investigates how some private South African secondary schools interpret and enact with 21 CL. The research is embedded in the positivist and interpretivist paradigms. The study utilizes a mixed-method research approach, because both quantitative and qualitative data are required to achieve the research objectives. The research strategy used was a case study, specifically a multiple-case study design. This research provides a more theoretical and practical information regarding the successful interpretation and enactment of 21 CL, in private secondary schools in KwaZulu-Natal. The research also provides current information on 21 CL globally. The research findings revealed that private secondary schools in KwaZulu-Natal were only in the initial stages of changing to 21 CL. The findings also revealed that the change to 21 Cl can be facilitated by the design of a sustainable vision and well-defined plan of execution, as well as the effective training of school leaders.
https://doi.org/10.26803/ijlter.22.5.2
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