Understanding 21st Century Learners

This study examines the teaching and learning of the Cook Islands Māori language in New Zealand. It focuses on pedagogical frameworks and models currently used in teaching Indigenous or heritage languages to adult learners.
The Tīvaevae-Systematic Review Framework, a combination of the systematic review methodological approach and the Tīvaevae conceptual model, is used in the search, selection, appraisal, critique and analysis of the fourteen literature that provided evidence on how the Cook Island Māori is taught to adult learners in New Zealand. The Tīvaevae-Systematic Review Framework is an attempt to approach research from both the Pasifika and Western perspectives.
From the review of the literature, the study found that the most appropriate frameworks for teaching an Indigenous language or the Cook Island Māori to adult learners are pedagogies that are culturally responsive along with the ‘language mixing’, the immersion, and the traditional Indigenous models of teaching the Cook Island Māori language. The review further revealed key and essential components in effectively teaching an Indigenous language or the Cook Island Māori to adult learners. These include the learner’s autonomy being the central focus of the teaching and learning or language revitalisation process, the support and involvement of the community in the language programme development, delivery and evaluation, and lastly, the stakeholders’ commitment for a structured, well-planned programme.
For the study’s implications to Indigenous languages facing similar challenges, the evidence point to effective pedagogical frameworks and models of teaching Indigenous and heritage languages. The study’s recommendations include strengthening the teaching Cook Island Māori based from an evidence-based pedagogical framework or models, addressing the gap in literature by conducting more research specifically around teaching and learning the Cook Island Māori, and for professional practice that focuses on the learners and their contexts.
‘Tīvaevae’ is the traditional artform of quilting in the Cook Islands. In 2000, I used the metaphor of a Cook Islands tīvaevae to develop a model for conceptualising culturally responsive pedagogy.

This study examined the associations between growth mindset, the perception of external factors (personal and family factors; and institutional support factors) as enablers, and the intention to engage in continuous learning among working adults. It also sought to determine the relationship between their growth mindset and their perception of these factors as enablers. One hundred and sixty-six working adult participants ranging from twenty-one to seventy years of age participated in this study. Generally, the bivariate correlational results showed that there were positive and significant relationships between a) growth mindset and the intention to engage in continuous learning; b) growth mindset and the perception of external factors as enablers; and c) perception of external factors as enablers and the intention to engage in continuous learning. The results have also revealed a significant and positive relationship between growth mindset and number of hours the participants work. However, a negative and significant association was found between growth mindset and age. Further analysis indicated that growth mindset was a stronger predictor of the intention to engage in continuing education, as opposed to Personal and Family Enablers; and Institutional Support. However, no interactional effects were found between the predictor variables. In sum, the results of the study have therefore highlighted the importance of possessing the growth mindset in facilitating individuals in developing the inclination towards engagement in learning for personal growth and economical benefit. These findings also have important implications for employees, employers and policymakers; and these implications are further discussed.  

The purpose of this paper is to introduce the concept of Career Counselling for the 21st Century students. The paper discuss about the history of Career Counselling based John Holland’s Interest theory and Donald Super’s life span theory. The article introduces the philosophy of Strength Focused Therapy counselling approach within the career counselling. The concept of Therapeutic Relationship, (ii) Client’s Factors, (iii) Hope, (iv) Empowerment and W2H2 Model. The necessary and sufficient conditions are Career Counsellor/Therapist genuineness, Career Counsellor/Therapist empathic understanding, Client perception, Career Counsellor/Therapist Role. Writer utilizes cases studies to illustrate the effectiveness of these concepts/factors.