Self-directed learning in primary schools in Limpopo province

Abstract

Self-directed learning is an increasingly important subject in education globally. The purpose of this study was to explore how primary school teachers in Limpopo Province support learners to develop and use self-directed learning in environmental education. A qualitative approach and interpretive paradigm were employed. Rhizomatic learning was used as an approach through which the study was explored because it concurs with self-directed learning that learning is intrinsic while the use of technology is key. Participants were purposively selected. Data were collected through interviews and participant observation. Data were transcribed, processed, and coded to build a theme; thematic analysis was therefore used. Results showed that there were two computers at the school, a free wireless network, and one teacher used Google to search for information. Challenges were that the teachers lacked the skills and knowledge to support learners to develop and use self-directed learning, and there was a shortage of educational technologies for the teachers and the learners. The paper communicated the conclusion and recommendation.