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ONDERWYS
NEWSLETTER OF THE ATKV’S EDUCATION DIVISION | NOVEMBER 2016
10th edition

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CHARACTERISTICS OF 21ST CENTURY LEARNERS AND THE

CHALLENGES THEY CAUSE TEACHERS

T
he contemporary education system could become irrelevant
if the educational gap between how students live and how
students learn is not filled. This new generation of learners
requires fast access to new knowledge and are capable of
taking integrated information to a new level. Learners in
the 21st century have the opportunity to use the internet
as a base to easily collect information. While in the 21st century
classroom, the focus is no longer on memorising and recalling
facts, but rather on functional learning (where the students learn
by “doing”).
Learners of the 21st century are educated with the intention of
them becoming productive citizens in a democratic society in
terms of what is required in the 21st century workplace. As a result,
these learners possess certain characteristics that are part of
the new millennium. These come with new challenges for the 21st
century teacher.
In this article we first look at these characteristics of the
learners of the 21st century, and then at the challenges these pose
for the teachers. Lastly, we draw attention to the way traditional
education must adapt to the 21st century learners together with
solutions to these challenges.

CHARACTERISTICS OF THE 21ST CENTURY LEARNERS

The characteristics of 21st century learners are discussed in four
categories:
l The technological learner l don’t use their imagination, seldom read books and have
l The less technological learner smaller vocabularies. They also use short communication
l The all-knowing learner styles, possess ineffective reading skills and have poor
l The literate learner spelling abilities.

1. THE TECHNOLOGICAL LEARNER
The 21st century learners are referred to as the “screen generation”
because they are so much more visually oriented than any
generation before them. Because of the over use of technology,
the following negative characteristics of the 21st century learner
have been identified.
The 21st century learners:
l are attention deficit because they are not accustomed to
interruptions.
However, positive characteristics have also been identified for the
learners of the 21st century, namely:
l better coordination and motor skills and more accessible
internet use.
l use wiki’s, blogs, mind maps on Bubble Us and can make
movies on “Microsoft Movie Maker”.
l have a lot more foreknowledge than any other generation
before them as a result of access to the internet.
l are able to apply theoretical knowledge in society because
they learn by “doing”.

1
 l have a metacognitive awareness, where learners are taught
to think about how they learn.
2. THE LESS-TECHNOLOGICAL LEARNER
Although there are learners that become more technologically
literate every day, the reality in South Africa is that there are also
those learners who are not so fortunate. Although technological
advances for the education system have been made, it is easy to
think that all schools enjoys these advantages According to the
National Education Infrastructure Management System (2015) there
are 913 schools in South-Africa that no even have electricity readily
available. The question is this: How will these learners participate
in the larger world operations if they do not have access to
technology? The answer is easy: the characteristics of the 21st
century learner are not only based on technological progress,
but also communication skills. These learners’ innovation skills,
however, can be improved because these learners do not repeat
other people’s ideas, but instead use their own common sense and
introduce new interesting perspectives to the world.
3. THE ALL-KNOWING LEARNER
The 21st century learner knows “everything”! It is said that the 21st
century learner has on the following three types of knowledge:
l Declarative knowledge (knowledge about themselves and
other learners))
l Procedural knowledge (knowledge of strategies)
l Conditional knowledge (knowledge about which strategy to
use)
These are important characteristics of 21st century learners
because the learners can use this knowledge outside of the
classroom context. Self-discipline in study is another important
trait that these learners possess. These learners expect
interaction and are highly sociable.
4. THE LITERATE LEARNER
Learners of the 21st century possess communication skills, are
adaptable and innovative and can easily solve complex problems.
They are comfortable working with technology in order to broaden
their knowledge. The 21st century learner also has civic literacy
(are informed about government organisations), global awareness,
financial literacy, healthy literacy, environmental literacy, visual
literacy, cooperative association, critical thinking and problem
solving skills and show creativity and innovation. These learners
possess more qualities of leadership and accountability, have
media skills and have technological literacy.
CHALLENGES FACED BY TEACHERS
Technological challenges for teachers
Technology has many advantages for education, but it can also
be used for negative activities. Prof Jannie Ferreira, former head
of the Optometry department at the University of Johannesburg,
warns that learners who spend too much time on tablets and
cellphones can fall behind in learning physical - by developing
problems with their eyesight. It is a problem for the teacher
because the learner will first struggle to concentrate. Secondly,
it is a challenge for teachers because the learners experiencing
impaired vision will struggle to read and write. Reading and writing
forms the basis of the entire education system and when learners
are struggling to read and write because they have trouble seeing,
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or have a hard time learning to recognise the words at a younger
age, it will be extraordinarily difficult for these learners to transfer
new knowledge.
The all-knowing learner as a challenge for teachers
It is already determined that self-directed learning is a
characteristic of 21st century learning. Learners’ 21st century
skills should be nurtured and the learners should be helped to
change what they learn into a lifelong pattern of deeper study.
This characteristic of self-directed learning, however, can be a
challenge for the teacher because s/he will not be sure about
the class’ level of knowledge is. It can be a demanding task for
teachers to assess the knowledge each student has gained from
self-directed learning.
The literate learner as a challenge for teachers
Although the 21st century learners have these different forms of
literacy, it is the duty of the teachers to try inclusively incorporate
all of the learners’ literacies in their teaching. When specifically
looking at communication skills, it is obvious that not all learners
communicate and learn in the same way. Some learners can
interact and communicate well, but when it comes to academic
writing, they use shortened language forms such as is used in
SMSs and on Facebook for example. This practice can lead to poor
word and general knowledge. It then becomes the teacher’s job
to ensure that the learners understand that there is something
generally accepted as the standard language and that this should
rather be used as the academic language.
ADJUSTMENTS AND RECOMMENDATIONS FOR TEACHERS
When speaking for the 21st century learner, the traditional
education system should be adjusted to provide order to the
demanding needs of modern learners.
The following recommendations are made to reduce the excessive
use of technology, namely:
l Be strict and limit the times the learners spend on computers,
and do not let the learners hold the screens too close to their
faces.
l Along with the advancement of technology, physical exercise
should also enjoy some attention. Let the learners play
outdoors because it illuminates the near-point stress and
supports the visual system.
l Because the modern learners are technologically literate,
it would be seen as a strong point for the teachers to
incorporate it into the lessons.
l It is important for the learners to be actively involved in
learning activities, and to therefore ensure that the learners
flourish in a learner-centred classroom.
l The ideal classroom of the 21st century includes having these
learners’ needs provided for in regards to the learning of
concepts, so that these learners become productive citizens
and contribute to the democratic system and that learners
will be able to form their own opinions.
Finally, it is clear that the 21st century learner is woven out of these
different characteristics that together connect to a larger order–
the world.
Article prepared by Dr Annelie Oosthuizen, ATKV-project organiser:
Education, with acknowledgement of: Amoré Blignaut, B.Ed.-
Student, University of Johannesburg, for research support.