Challenges in preparing pre-service teachers for self-directed learning in South African rural ESL contexts
Year: 2025
Type: article
Study design: Systematic Review
Abstract: This study investigates challenges faced by pre-service teachers in South African rural universities in preparing for self-directed learning (SDL) in English as a second language (ESL), particularly for rural school settings.A systematic literature review analysed peer-reviewed publications in English from 2000 to 2024, sourced from Google Scholar and Scopus databases.Key challenges include limited access to resources, inadequate training in SDL strategies, insufficient institutional support, cultural and linguistic barriers, and restricted opportunities for practical teaching.These issues hinder the development of essential SDL skills required to adapt ESL teaching to the unique needs of rural environments.Over the past 24 years, these persistent challenges have been exacerbated by cultural and linguistic diversity, further complicating teacher preparedness for effective ESL instruction.The findings highlight the necessity for enhanced access to digital resources, tailored professional development initiatives, and strengthened partnerships between universities and rural schools.Addressing these areas is critical to equipping pre-service teachers with the tools and autonomy needed for effective teaching in resource-constrained rural contexts.This study uniquely contributes by identifying how cultural and linguistic diversity in South African rural settings exacerbates challenges in preparing pre-service teachers for self-directed learning (SDL) in ESL, highlighting specific strategies such as tailored professional development and strengthened university-school partnerships to address these persistent barriers.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4410845958