This paper discusses the findings of a collaborative research project between the National University of Samoa (NUS) and Unitec New Zealand, which examined the concept of 'Samoan pedagogy' and the learning processes of Samoan students. The study is based on the experiences of 24 Samoan students (Samoan and New Zealand born) who had been studying for education qualifications. It concludes that Samoan students learn in a variety of diverse ways, and that there are no differences between Island born and New Zealand born Samoans, other than in the use of the English language. This study also emphasises the significant roles of families (socialisation) and lecturers, and the impact on achievement at tertiary level. learning strategies: the preoccupation with copying from the blackboard and textbook, noting the teacher's words, the lack of classroom discussion, the inability of students to raise questions, and assumed lack of individual competitiveness and the huge emphasis on respecting the authority of the teacher. It was of interest to see if these same learning strategies are still being utilised by Samoan students. Pasifika pedagogy has become widely researched by Manu'atu (2000), Taufe'ulungaki (2000) and Thaman (1995, 1997). Pasifika pedagogy is defined as "an integration of teaching and learning methods that are informed by and validate Pacific values, world views, knowledge and experience" (Koloto et al., 2006: 4). Samoan pedagogy can be defined by looking at two Samoan terms: soalaupule and matalalaga. The latter refers to the art of weaving the fine mat (ie toga) which is a highly 151 alternative Special Edition / Special Issue 2008 prized and distinctive traditional treasure. This art is a skill that is developed from an early age and encouraged throughout the life of a Samoan girl/woman. In terms of pedagogy, matalalaga highlights the importance of, and the preference for, practical activities. Soalaupule is a complex process involved in reaching or making decisions within Samoan families. The end result should be a consensus and, therefore, the process although lengthy encourages a high degree of interpersonal and problem solving skills. The inclination towards students enjoying group work and collaborative activities supports this cultural aspect. A vital point to remember here is the importance of language. The use of higher cognitive thinking skills, as is required in this activity/process, requires fluency and competency in the language being used. The significance of the language is highlighted in this research; students' Samoan language responses are not translated into English.

This article conceptualises Pepe Meamea (Samoan concept of infant/toddler) to ground Samoan cultural understandings, values and beliefs of the Samoan child as a collective, holistic and relational being. The Samoan worldview of children and childhood prioritises the whole child, and this has implications when positioned within a dominant Eurocentric early childhood curriculum (ECE) curriculum and pedagogy framework. The semiotics of the Samoan language references a collective position for personhood rather than an individual one which warrants further examination into Samoan conceptualisations of Pepe Meamea pushing back at normative assumptions. As an innovative practice and philosophy for teaching, Pepe Meamea already has deep Samoan cultural knowledges associated with its term. Pepe Meamea is understood and commonly referred to as infants or newborns. This presents initial talanoa (dialogue) with teachers from six Aoga Amata (Samoan early childhood centres) in a two-year research Teaching and Learning Research Initiative (TLRI) project (2021‐2022). Using Samoan language as the conduit for creation and cultural reference ensures Samoan children’s cultural rights are adhered to through an Indigenous Samoan paradigm. As an innovative practice and concept, Pepe Meamea already has deep cultural Indigenous knowledge associated with its term; however, this article presents the possibilities of Pepe Meamea through the development of a pedagogical and relational framework that promotes its implementation in the Aotearoa New Zealand ECE environment. How the New Zealand Te Whāriki early childhood education (ECE) curriculum is responsive to Pepe Meamea is another dimension this paper will consider as the majority of the New Zealand Samoan population are born and raised in a New Zealand context. This research paper reports on the first phase of the project, the process of co-designing a Pepe Meamea pedagogical framework with Samoan teachers.

Calls for enhancing the digital interface for teaching and learning within tertiary institutions have played out in one School of Education, with variable results. Online learning tasks were added in 2018 to regular classes to provide more flexibility for student engagement. A team of lecturers developed a questionnaire for students to be completed after the first semester pilot. Data and findings indicated that one-third of students identified online learning as an enhancement to their learning. A second survey was conducted one year later to assess changes made and analyse the longer-term impacts. During the COVID-19 lockdown, fully online pedagogy was required; anecdotal observation indicated an improvement in satisfaction and engagement, but perhaps only because online was the only way possible to complete assessments. The conclusion contains recommendations and a cautionary tale, when introducing online learning across existing courses.

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