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Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and learning occurs, and critiquing the colonial practices that are merged into the fabric of higher and adult education. Within this process, scholars and practitioners engage in interrogating teaching and learning approaches and developing a critical consciousness regarding what knowledge is valued and how this value is acquired. Within higher and adult education, limited research has explicitly considered the ways in which conceptions of andragogy and its accompanying instructional approaches might be deconstructed within the context of decolonization. The purpose of this chapter is to deconstruct and decolonize foundational higher and adult learning conceptual and theoretical frameworks that are routinely embedded within courses and programs. The conceptual and theoretical frameworks selected and analyzed include self-directed learning, transformative learning, and action learning as conventional examples of individual and collective instructional approaches employed within higher and adult learning settings. Maōri scholar Linda Tuhiwai Smith's (2012) nine characteristics of theory that contribute to colonizing discourses and 25 Indigenous projects/principles are employed as the lenses that frame this analysis. These lenses include social science and methodological approaches and strategies that decolonize populations and promote Indigenous epistemologies.

Habermas’ concept of communicative rationality, in which reason is construed in terms of the noncoercive intersubjectivity of mutual understanding and reciprocal recognition, provides a valid foundation on which the theory and practice of selves‐directed learning can be developed. In an increasingly individualized world a focus on learning networks allows a perspective transformation from the purely individualistic instrumental rationality of self‐directed‐learning towards communicative interaction via learning encounters and the possibility of satisfying the emancipatory conditions of communicative rationality within communities of selves‐directed‐learners in life and work. The orientation of communicative action to criticizable validity claims which are open to empirical investigation is the central core that makes this learning process both theoretically and practically possible.

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.

The researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.

Beginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.

The first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.

The presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.

We contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.

Based on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.

As learning at the workplace is predominantly self-motivated, this study is aimed to identify and categorize the motivational drivers for working professionals to pursue self-directed learning (SDL) at the workplace.

A total of 23 variables were identified as drivers for working professionals to initiate, pursue and sustain self-directed learning at the workplace through literature review, interviews and focused group discussions with senior leaders from the industry. The participants were a mix of senior professionals responsible for leading large teams in their organizations and those appointed as people development leaders in their respective organizations. A questionnaire was developed based on the identified drivers and administered online. Around 315 working professionals were surveyed. Structural equation modelling and confirmatory factor analysis (CFA) methods were used to verify the scale and assess its validity and reliability.

The results suggested that SDL motivational drivers for working professionals can be categorized into two broad categories, namely extrinsic (14 drivers) and intrinsic (9 drivers). Further, extrinsic drivers were subdivided into three categories: job expectations (6 drivers), negative consequence (2 drivers) and positive reinforcement (6 drivers) based on the initial exploratory and subsequent confirmatory analysis. The results suggest that job expectations and positive reinforcement positively influence the intrinsic motivation of an individual to pursue SDL and negative consequences negatively impact the intrinsic motivation.

The findings from the study will be useful for human resource practitioners, managers and e-Learning companies to draw strategies for building an SDL culture. It also supports the advancement of research in adult education and learning in the workplace.

A new scale to measure motivation for SDL by employees at the workplace is proposed. There are no scales available to measure employee motivation for pursuing SDL at the workplace to the best of our knowledge.

Pro-environmental education incorporates digital technologies to enhance the level of pro-environmental behaviours (PEB) in young adults. Guided by gamified learning and self-directed informal learning theories, this study aims to examine the potential for the use of a gamified mobile app to increase students’ PEB. Also, it explores whether various pre-existing environmental attitudes and beliefs can moderate the effects.

This quasi-experimental study proposed an eight-weeks intervention for undergraduate students based on using a mobile app. The authors evaluated the post-intervention differences in PEB between the intervention group and a control group. The effects of multiple moderators were also tested.

Using the mobile app for eight weeks significantly improves the levels of PEB in the intervention group compared to the control group. None of the proposed interactions showed significant moderator effects.

To the best of the authors’ knowledge, this study is the first one to verify the potential moderators accounting for the success of an environmental education approach using a mobile app. Also, it provides strong empirical support for the use of such educational strategy. Based on these findings, the authors suggest the use of gamified mobile apps as suitable tools for pro-environmental education, especially when targeting young adult or student populations. Moreover, using mobile apps providing self-directed informal learning, combined with gamification, can be used to enhance other desirable behaviours.

The purpose of this paper is to explore to what extent a flipped classroom pedagogy (FCP) design as a digital pedagogical tool enhances student teachers’ learning in economics education at an open distance e-Learning (ODeL) university.

This exploratory study used a quantitative approach and online survey design. The sample consisted of 214 Postgraduate Certificate in Education (PGCE) and 157 Baccalaureus Educationis (BEd) (senior and further education and training phase) student teachers. A closed structured online questionnaire, Flipped Classroom Pedagogy Questionnaire, designed on a four-point Likert scale, was used to collect data. Descriptive and inferential data were computed to explore student teachers’ learning to teach an economics education in a teacher education course. Ethical clearance was granted and therefore adheres to the policy on research ethics of the university.

Empirically, the findings of this paper revealed that the FCP digital pedagogy enhanced economics students’ academic performance and perceptions in an online open distance learning environment. Furthermore, student teachers perceived that the functionality of the FCP experience as an online strategy was useful and effective for their learning. Therefore, these findings confirmed and extended what is revealed by earlier research studies regarding the debate on the usefulness of the FCP approach as a powerful technology-integrated teaching design in teacher education courses.

The findings of this investigation could not be generalised because a small sample was selected. Further investigation is needed regarding comparing other similar modules of the PGCE/BEd (senior and FET phase) programmes over a longer investigative period in the college. Further research should be explored, employing a mixed-methods approach on how student teachers perceived academic support in the FCP strategy towards self-directed learning.

Ultimately, several implications for using the FCP approach emerged, in particular for rethinking teacher education programmes to support and accommodate the digital learner. To implement this approach successfully, faculties should formulate clear intended outcomes for implementing the FCP pedagogical approach. In addition, faculties at higher education institutions should seriously consider the merits of the FCP approach in order to avoid becoming redundant. Therefore, lecturers who intend to use this strategy either through a contact, blended or ODeL mode of delivery, are compelled to provide consistent, ongoing constructive feedback and monitoring required learning tasks.

The paper empowers PGCE/BEd (senior and FET phase) students to teach the subject in a diverse society.

This research study has shown that student teachers perceived an FCP approach in an online platform as an empowering tool that is both effective and useful and that positively impacts on their lived experience in an ODeL context. It extends the epistemology (subject of knowledge) of the effectiveness of the FCP strategy as an enhancer for student learning in an ODeL environment, teacher education in particular. Furthermore, a noteworthy contribution is made towards the application of the FCP as one of the digital pedagogies in teaching economics in an ODeL context. This exploratory study also makes a methodological contribution to the validation of an online data collection instrument for use in future studies.

Podcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]).

Using 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model.

The results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI.

The findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI.

This paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.

Managers are, whether they realise it or not, the architects of their own development: this is often overlooked or avoided in many executive development programmes. Self‐directed learning, the primary learning strategy employed by managers during periods of non‐formal learning, is discussed.

The purpose of this paper is to propose a conceptual structural equation model to investigate the relationships among self‐directed learning (SDL), organizational learning (OL), knowledge management capability (KMC) and organizational performance (OP) and to demonstrate the direct and indirect effect of SDL on OP from the perspectives of KMC and OL.

An empirical study is conducted in 21 technological companies (N=236) in Taiwan and the collected survey data are used to test the relationships among the four dimensions expressed in the proposed structural equation model.

The results show that SDL has a direct and significant impact on OL and KMC. SDL influences OP indirectly through OL and KMC. In addition, OL and KMC have direct and significant influences on OP.

The source of data collected is Taiwan, hence, the results may not be easily generalized to other areas or countries. However, the findings are valuable for managers' reference, especially for those whose circumstances are similar to those in Taiwan.

The conceptual structural equation model provides useful information for managers to enhance OP through the adoption of appropriate SDL, OL and KMC strategies.

The study demonstrates how SDL indirectly impacts OP and illustrates the paths of influence through either OL or KMC.