Read Time:22 Minute, 34 Second

By William Van Zyl

Published in May 2025 by Five House Publishing.

Table of Contents

Introduction:

In this essay, I will look at the challenges and opportunities of three aspects of modern contemporary teaching practices worldwide, including a brief overview of NZ practices and my own teaching experiences and practice. I will critically evaluate the following aspects,

The emergent model of Self-determined Learning focuses on the 3 pedagogies in a post-COVID context (Muslim & Zulkarnain, 2021),
Education for Sustainability and Environmental Education in the context of Climate Change and Global Warming challenges, which we face (Geissdoerfer et al., 2017; Marcinkowski, 2009),
And lastly, Cultural Responsive Pedagogies and the critical role of developing an identity for students in diverse societies in education (Berryman et al., 2018; The Education Hub, 2019)

I will include a critical evaluation of my practice as an Electronics and Technology teacher in a secondary school context. I include several images of my practice with captions that reflect my efforts to use the opportunities mentioned in this essay. I will also refer to some challenges I face. The intention is to provide a multi-layered perspective against the challenges and opportunities I identified in my practice from a global and national view.

A new learning model is required for the future (Scott, 2015). The United Nations, with the focus on the 17 Sustainable Development Goals (SDGs) to be achieved in 2030, leads the way by accentuating the importance of a new model for learning (Van Zyl, 2022). Concepts like self-determined learning (Muslim & Zulkarnain, 2021; Rogers, n.p. 2001), individual study plans (Van Zyl, 2021c), sustainable practices on all levels, and culturally responsive pedagogy in a Māori context are the areas I will be concentrating on in this essay. What is essential to include in culturally responsive practice in education successfully?

I used the’ goodies’ pedagogy, andragogy, and heutagogy to evaluate the self-determined learning section. The pandemic has forced education systems worldwide into an arena of opportunity. We have seen the emergence of self-determined learning, hybrid learning, blended learning, and the flipped classroom. How could self-determined learning contribute to a new learning model?

I will also look at research on the platform Fiverr (Zeehan et al., 2022). Fiverr is the world’s largest marketplace for digital services. Online training and micro-credentialing will be discussed in our internet-connected world (McGreal & Olcott, 2022).

In conclusion, I will critically examine all three aspects and include a personal reflection. The national and global overview will act as the ‘flax’ for the reader’s kete (woven basket in a Māori cultural view), the takeaway of this critical-reflective essay.

Disengagement, high student dropout rates, shifts in labour markets, skills shortages, and the critiquing of formal education for students worldwide—to name the most critical aspects—have politicians, economists, and educators questioning the skills required for the 21st-century learner (Scott, 2015). Do students have the essential skills, collaboration, and communication abilities to solve the problems we face today and in the future?

National and Global Challenges – Self-directed Learning: “A learner is not a vessel to be filled, but a fire to be lighted.”

“We can only have citizens who can live constructively in this kaleidoscopically changing world if we are willing for them to become self-starting, self-initiating learners (Rogers, n.p. 2001).”

In the digital age where we find ourselves, the relevance of self-directed learning has become everyday. Knowledge has become ubiquitous. Personal study plans and individual paths must become the norm (Van Zyl, 2021c). Gone are the cookie-cutter days of education. Should education, worldwide and nationally, invest in smaller classes or employ more teachers, so the student-teacher ratio is lower? Lowering the ratio will allow for the development of individual study plans. Currently, in an NZ context, time constraints do not allow teachers to engage fully in this unique support system. The future requires self-starters and employees who know where to find information, interpret data, and apply the findings to solve real-life problems (Van Zyl, 2021c). As Plutarch portrayed this self-directed learning model – almost two thousand years ago – he proposed that “a learner is not a vessel to be filled, but a fire to be lighted (Ramasubbu, n.p. 2015).”

Heutagogy: A shift towards developing a self-determined pedagogy.

DIAGRAM: Progression from pedagogy to andragogy to heutagogy in a Higher Education context (Canning, 2010, p. 63). CREDIT: The Gogies. The role of the pandemic – COVID-19 – in fast-forwarding contemporary teaching and learning environment: Credit: https://mindlab2015.weebly.com/masters-of-contemporary-education-201921

DIAGRAM: The above diagram/graph shows the progression from pedagogy-to-heutagogy. It explains how learners should be prepared as 21st-century learners, ready to solve real-life problems. The collaborative environment where learners can exchange knowledge, where highly complex scenarios are sometimes inadequately defined. Solving these newly identified problems requires an interdisciplinary approach (for example, social, economic, political, environmental, legal and ethical) where collaboration and independent research form the foundation for success (World Economic Forum, 2016). For the future, we require self-determined and motivated learners who know their strengths and weaknesses. We will be successful through reflection, applying their analytical skills, exploring their innovation and creative abilities, developing their critical skills, building their capabilities, and moulding their autonomy as self-determined learners globally and nationally (Scott, 2015; Van Zyl, 2021c).

The pandemic has taught us that people can stay home and work successfully from home. Less travel time is required, and people can start their businesses innovatively. If young people determine a need, they can earn an income when a robust internet infrastructure is available. This provides an ideal opportunity for school leavers and those interested in graphic design (websites, graphics, videos, sound, and more). One such platform is Fiverr. I will briefly discuss one of the main areas of the ILO’s (International Labour Organisation) research in 2018. The notion is that future job seekers must master the skills needed for self-study and self-determination (Muslim & Zulkarnain, 2021). Reflecting on the future jobs for people working from home, I include the research published in 2021 related to Fiverr. Muslim & Zulkarnain (2021) show several stages in the self-determined learning process.

IMAGE: Website of Fiverr. It offers both buyers and sellers a digitally streamlined transactional platform. Young people can deliver a service, earning a living part-time or full-time. It is here where micro-credentials are invaluable. Young people can train quickly and efficiently and start their businesses through Fiverr. There are over 500 categories to choose from, including video editing, graphic design, website design, podcasting, voice-over, WordPress, and hundreds more. Is it time we change our thinking and perception about micro-credentials versus the so-called real qualifications obtained at universities (higher education context)? It is worth mentioning that “… major micro-credential systems in Europe, Australia, and New Zealand are aligning noncredit offerings with the qualification frameworks that define credit-bearing attestations (McGreal & Olcott, n.p., 2022).”

The stages for these freelance graphic designers were identified as follows. I list them as I interpret them (Muslim & Zulkarnain, 2021):

Stage 1: The choices freelancers make – for providing a service to the public worldwide – are based on their interests, passions, and hobbies.

Stage 2: Before setting up and providing services globally, they set goals, such as how they will charge their customers and how they will extend and build their businesses.

Stage 3: The freelancers explore possibilities as part of their learning experience (personal growth, business experience, and service to people globally).

Stage 4: Freelancers conduct experiments – creating products – where they indirectly improve their skills (technical skills, business acumen, and more).

Stage 5: The freelancers will reflect on their learning process. This will be very useful as they can adjust their approach and develop their online businesses.

This is an excellent example of exploring the possibilities for self-determined learning and its value. It is this digital knowledge that teachers should harness to motivate their students, cast vision, provide practical options, and identify possibilities and challenges for future jobs and enterprises for young people. Self-determination – where students lead themselves – is multi-directional. It includes personal skills, business, entrepreneurship, and service provision. This is witnessed in a research environment where students must research to succeed. Cultivating a self-determined approach to learning develops epistemic cognition for students. Greene & Yu (2016) explain the concept of epistemic cognition as follows:

“ [It is] …a process involving dispositions, beliefs, and skills regarding how individuals determine what they actually know, versus what they believe, doubt, or distrust.’ (Chinn et al., 2011; Greene et al., in press; Hofer & Bendixen, 2012, as cited in Greene & Yu, 2016).

Challenges and Opportunities – Environmental Education & Education for Sustainability:

‘Environmental problems, such as biodiversity loss, water, air, and soil pollution, resource depletion, and excessive land use, are increasingly jeopardising the earth’s life-support systems (Rockstrom et al., 2009; Jackson, 2009; Meadows et al., 2004; WWF, 2014, as cited in Geissdoerfer et al., n.p., 2017).’

Over the past two decades, there has been an awareness of humans’ impact on our precious planet. We have now seen the devastating effects of our actions as the world’s climate is changing for the worse, and data on global warming is a fact that we must live with. We must do something urgent to address this problem, globally and nationally.

NAAEE (North American Association for Environmental Education) has outlined a set of guidelines focusing on community wellness. As we know, the key to addressing this problem is creating acute awareness and extensively educating all global citizens. The NAAEE has designed programs to help environmental educators create inclusive environments that support effective partnerships and collaborations, which could be implemented globally and nationally (Marcinkowski, 2009).

From a global perspective, the USA – in this instance, the NAAEE – has outlined a set of guidelines which lead developed and developing countries as follows, ‘ …environmental conditions and problems we face require our diligence in understanding and shaping policy, theory, research, curriculum, teaching and learning, and assessment and evaluation into more coherent and holistic plans (Marcinkowski, 2009, p. 50)’.

To create holistic plans, 3 challenges must be addressed (Marcinkowski, 2009). I list them, and I include a critical evaluation:

· The first challenge is to expand, develop, and make use of the professional development opportunities for teachers and educators within the field of EE (Environmental Education) and ESD (Education for Sustainability). ESD is the global acronym. Is the world doing enough corporately to address our burning issues? Are sustainability curricula around the globe robust and sufficient to impact the problems we face? What do NZ’s professional development opportunities look like? What does the NZ government and education system look like regarding sustainability issues? Is Aotearoa doing enough? See my efforts by embedding ESD into my lessons in this essay. I also include a critical evaluation of my teaching in this regard. I have completed post-grad studies on ESD, which has given me an in-depth understanding of embedding sustainable practice into all lessons. It is called EFS (Education for Sustainability) in the NZ context.

· A second challenge refers to an increase in attention to sustainability programmes in developed and developing nations’ education systems. ESD has been making leaps and bounds of progress since UNCED (United Nations Conference on Environment and Development) held its summit in 1992, also known as the ‘Earth Summit.’ Since then, the challenge has been to stay abreast of the clarity over the complex and dynamic relationships between EE and ESD concerning sustainable development needs.

· Our third challenge is to mitigate climate change. This has become the most recent “environmental crisis.” Climate change represents a different kind of challenge to education, politicians, economists, and world leaders. The biggest challenge is to prepare citizens to participate creatively and innovatively in problem-solving. It is this quality that employers are looking for in the new generation of young people. Are we doing enough as educators globally and nationally to develop these skills? To address these challenges and opportunities, we must continue to collaborate globally, nationally, and locally; we have to establish awareness; force effective policies, and empower educators, citizens, and students to seek out and affirm the best of what is traditional, culturally responsive, innovative, effective, and adaptive within the field of ESD (Marcinkowski, 2009).

IMAGE: The 17 Sustainable Development Goals (United Nations) will be achieved by 2030. Embedding these goals into lessons is vital if we as educators want to address the burning sustainability issues of our day. Source: https://www.un.org/development/desa/dspd/2030agenda-sdgs.html

IMAGE. A Banner for one of my lessons was created in Canva. I include a Critical evaluation of my practice as an Electronics teacher in New Zealand – Secondary School context, teaching 14-year-old to 18-year-old students: Education is the key to preventing and repairing damages done to our planet. I intend to educate students to become global citizens who act for the environment and understand the importance of a circular economy. The question, however, is whether all teachers and subject areas are embedding education for sustainability into their lessons globally? Are we doing enough in NZ? Are primary, secondary, and tertiary institutions collaborating regarding the alignment of programs and curricular design?

IMAGE: My lessons and assessments include critical evaluation of students on e-waste. Assessments based on my students’ research in a Sustainable Future context are paramount. By embedding awareness of the life cycle of electronics and computer products, the manufacturing processes, the impact of legislation, the control of governments, and the recycling of the different components, I endeavour to raise awareness of the issues of e-waste recycling and the manufacturing thereof in NZ and globally (Van Zyl, 2021 & 2022). Title of the assessment: ‘Explain how human activity in a biophysical environment has consequences for a sustainable future (for 17-year-old students).’

Solving Real-life Problems: Recycling E-waste – A New Zealand Scenario.

New Zealand citizens, businesspeople, environmental activists, and students have continuously pressured the government to improve and upgrade recycling and repurposing facilities. This pressure and awareness paid off in 2022. Here is the result of taking action for the environment: the NZ government paid a 1.5 million grant towards the Blubox machine of Computer Recycling Ltd (Parker, 2022).

‘A new state-of-the-art machine that sorts and shreds electronic waste has officially started operation in Auckland today [April 22, 2022]. NZ Environment Minister David Parker pressed start on Computer Recycling Ltd.’s new BLUBOX machine, which was supported by a $1.5 million grant from the Waste Minimisation Fund (Parker, n.p. 2022).

‘The BLUBOX machine is a step forward for New Zealand in its transition toward a circular economy,” David Parker said (Parker, n.p. 2022).’

The challenges and opportunities for primary, secondary, and tertiary teachers are educating students on the aspects of durable design, maintenance, repair, reuse, remanufacturing, refurbishing, and recycling our everyday products (Geissdoerfer et al., 2017).

Culturally responsive learning.

Educational approaches and pedagogies enable Māori to understand and exercise their rights to empower Māori as Māori in an NZ context. Learning should sustain and include – and revitalise – their indigenous knowledge, unique culture, native language, and established values and beliefs. These practices should be included in learning for Māori to ensure a rich learning experience provided for Māori (Bishop, 2012; Berryman, Lawrence, & Lamont, 2018; MacFarlane, Glynn, Cavanagh, & Bateman, 2007; Ministry of Education, 2020 as cited in Berryman et al., 2018).

The keys related to culturally responsive learning in the classroom – and outside the school – include the following aspects (The Education Hub, 2019):

1. Making learning in school relevant to students by drawing on their culture.

2. Including relevant life experiences and references to their everyday life experiences.

3. Including their languages (NZ context – English, Māori, and Pasifika).

4. Including relevant performance criteria (including collaboration and teamwork).

5. Including known communication styles (NZ context – karakia, pepeha, whakapapa, and more).

6. Also, acknowledge other cultures from NZ’s diverse society (Indian, Asian, Latin American, and more).

IMAGE: Signage created in Canva (online graphic design) by the teacher in an electronics context. Māori instructions are included below the English text. Critical evaluation: I include culturally responsive tasks in my lessons as an electronics teacher. For example, I ask students to create signage for their electronics enclosures (e.g., a light sensor that switches lights on and off during day and night to save power) in a Māori or Pasifika context. Including small details, like I have mentioned here, in a lesson significantly impacts improving cultural responsiveness. Teachers build students’ confidence and develop their identity by doing so.

The future of education of IoT: A global sustainable perspective:

What is the IoT (The Internet of Things)?

IoT describes the network of physical objects — “things”— that are embedded with sensors, detectors, hardware, software, and other technologies to connect the internet systems — between a server and a smart device — exchanging data continuously while connected via Wi-Fi, Bluetooth and more (Oracle, n.d). For example, managing caves with sensors in NZ (Waitomo caves) and globally (Van Zyl, 2021a & 2021b).

IMAGE: Lesson title – Managing the sustainability in caves. The diagram shows a sectional view of a walkway in the Waitomo Caves (NZ). Freehand sketch by the author. Sensors: Oxygen, CO2, temperature & ultrasonic. Can you think of other sensors that could make a difference in managing the ecology of a cave (Van Zyl, 221b)? The IoT and Big Data offer a world of data to users and researchers. In my practice, referring to using Arduino Uno and Microbits to solve real-life problems, data is available from servers worldwide. IoT collects the information, and Big Data analyses the data (Thomas, 2022). Teachers should embrace opportunities like these to teach problem-solving and collaboration in class. Via the IoT, intelligent devices can be updated and programmed to improve many aspects, including sustainability.

Possibilities for applying IoT in school, for teachers and learners.

Table: IoT enabling smart school features (Zeeshan et al. 2022).

Zeeshan et al. (2022) show that the IoT could be a paradigm shifter, as well as an enabler, not only for smart devices but also for sustainable smart schools in an educational context. Sustainable education systems could be analysed and developed through the data collected by these intelligent systems. IoT will play a vital role in the future of education as the experts in computer programming, algorithms, machine learning, and more develop sophisticated computer and server systems that monitor student and teacher behaviours. The possibilities of computers collecting data independently, analysing student needs, and providing programmes and support to students without any human intervention are at the forefront of sustainable digital education systems. The significant challenges the designers face in implementing IoT into education systems are security, privacy, scalability, reliability, dehumanisation, and ethical issues (Zeehan et al., 2022). Opportunities include smart technology for STEM education, which focuses on critical and analytical thinking, collaboration, innovation, and creativity—indeed, inspiring students to use technology to solve real-life problems.

Conclusion:

We need a new model for learning reports (Scott, 2015) from UNESCO. I fully agree. Considering the 3 aspects I have listed at the beginning of the essay and my critical evaluation thereof, I will make three concluding statements (opportunities and challenges):

· Self-determined learning (heutagogy) must be included in curricula worldwide – and in NZ – to address the innovative, collaborative, self-starting, and problem-solving people we will need for the 21st century.

· Sustainable practice must be embedded in most lessons delivered by teachers worldwide. We must educate global and NZ citizens – that will reverse climate change and global warming, and innovate solutions to the other sustainability issues we face, like recycling, repurposing, and responsible production. Creating a truly circular economy.

· Culturally responsive practices must be included in teaching practices to build relationships and acknowledge our society’s diverse cultures today. In an NZ context, we must respect and recognise the Māori and Pasifika worldviews and include these aspects in sustainable programs.

· Teachers must be trained to incorporate more digital technology into their lessons, allowing students to solve real-life problems. This allows them to tinker and use trial and error methods – and experiment with different approaches – to find creative solutions to the issues we face today and will be facing in the future (Facer, 2011).

References:

Beehive.govt.NZ (2022). The official website of the New Zealand Government. https://www.beehive.govt.nz/release/new-technology-e-waste-switched

Berryman, M., Lawrence, D., & Lamont, R. (2018). Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective. Set: Research Information for Teachers, 2018(1), 3–10. https://doi.org/10.18296/set.0096

Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), 59–71. https://doi.org/10.1080/03098770903477102

Facer, K. (2011). Learning Futures: Education, Technology and Social Change. New York: Routledge. Routledge – Learning Futures

Geissdoerfer, M., Savaget, P., Bocken, N.M.P., & Hultink, E.J. (2017). The Circular Economy – A New Sustainability Paradigm? Journal of Cleaner Production, 143, 757–768. https://doi.org/10.1016/j.jclepro.2016.12.048

Greene J.A., Yu S.B. (2016). Educating Critical Thinkers: The Role of Epistemic Cognition. Policy Insights from the Behavioral and Brain Sciences. 2016;3(1):45-53. doi:10.1177/2372732215622223

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Marcinkowski, T. (2009). Contemporary Challenges and Opportunities in Environmental Education: Where Are We Headed and What Deserves Our Attention? The Journal of Environmental Education 41(1):34-54. DOI:10.1080/00958960903210015

McGreal, R. & Olcott, D. (Jr) 2022. A strategic reset: Micro-credentials for higher education leaders. Smart Learning Environments. Volume 9, Article number: 9 (2022). https://slejournal.springeropen.com/articles/10.1186/s40561-022-00190-1

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Oracle (n.d.). The World’s largest Database Management Company (Oracle is ranked as the world’s largest database management company). https://www.oracle.com/in/internet-of-things/what-is-IoT/

Parker, D. (2022, April 22). New technology for e-waste switched on. Link: https://community.scoop.co.nz/2022/04/new-technology-for-e-waste-switched-on/

Ramasubbu S. (2015). Is Learning Increasingly Self-Directed in the Digital Era? Blog post. Huffington Post. https://www.huffpost.com/entry/is-learning-increasingly-_b_7154164

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Scott, C.L. (2015). The Futures of Learning 1: Why must learning content and methods change in the 21st century? UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000234807

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The Education Hub (2019). Culturally Responsive Pedagogies: What is culturally responsive teaching? New Zealand Context. https://theeducationhub.org.nz/wp-content/uploads/2019/08/What-is-culturally-responsive-teaching.pdf

Thomas, M. (2022). 12 IoT Data Examples. These companies are using IoT data and big data to work smarter. Buit In. https://builtin.com/big-data/IoT-big-data-analytics-examples

Van Zyl, W. N. (2021c). Digital Collaborative Learning: Individual Study Plans (ISPs) for developing digital and collaborative skills for the 21st Century – solving real-life problems and leading collaboratively to solve local and global burning issues. Published by Five House Publishing (academic ebooks and resources). https://fivehousepublishing.com/2021/08/21/digital-collaborative-learning-individual-study-plans-isps-for-developing-digital-and-collaborative-skills-for-the-21-st-century-solving-real-life-problems-and-leading-collaboratively-t/

Van Zyl, W. N. (2022). Introducing the Arduino Uno – a pioneering digital framework – to prepare students for 21st-century problem-solving. Five Journal Entries – A critical reflection. Five House Publishing. https://fivehousepublishing.com/2022/03/25/introducing-the-arduino-uno-a-pioneering-digital-framework-to-prepare-students-for-21-st-century-problem-solving-five-journal-entries-a-critical-reflection-%ef%bf%bc/

Van Zyl, W.N. (2021a). Entering a dark, humid cave – lit up by cat-eyed, yellow, fiery flies – could turn your thinking upside down. Five House Publishing. https://fivehousepublishing.com/2021/07/11/entering-a-dark-humid-cave-lit-up-by-cat-eyed-yellow-fiery-flies-could-turn-your-thinking-upside-down-2/

Van Zyl, W.N. (2021b). Sensors: Maintaining the eco-equilibrium of sensitive limestone caves in New Zealand. STEM and Digital Technologies -Programming microprocessors as sensors to improve cave sustainability (Micro:bit and MakerBot – mBot). Five House Publishing. https://fivehousepublishing.com/2021/10/14/sensors-maintaining-the-eco-equilibrium-of-sensitive-limestone-caves-in-new-zealand-stem-and-digital-technologies-programming-microprocessors-as-sensors-to-improve-cave-sustainability-microbit-an-3/

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Zeeshan, K., Hämäläinen, T., & Neittaanmäki, P. (2022). Internet of Things for sustainable smart education: An overview. Sustainability, 14(17), Article 4293. https://doi.org/10.3390/su14074293.
https://doi.org/10.18296/set.0096

Citing this article:

Van Zyl, W.N. (2025). ACADEMIC ESSAY: Construct an argument that critically evaluates evidence of emerging challenges and opportunities in contemporary educational practice (Critiquing the Evidence). Published to Five House Publishing as a blog post. Link: https://fivehousepublishing.com/academic-essay-construct-an-argument-that-critically-evaluates-evidence-of-emerging-challenges-and-opportunities-in-contemporary-educational-practice-critiquing-of-evidence/

ACADEMIC ESSAY: Construct an argument that critically evaluates evidence of emerging challenges and opportunities in contemporary educational practice (Critiquing of Evidence).

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Published by Five House Publishing (New Zealand)

First Publishing, March 2025

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