A connectivist-informed framework for the adoption of e-learning in the practical component of Consumer Studies in rural school environments

This study developed a relevant framework for adopting e-learning in the practical component of Consumer Studies within rural South African school environments. This subject is more practical than the theoretical knowledge imparted to learners. It includes applied skills such as food preparation, textiles, home management, and financial literacy. However, the shift to e-learning has created challenges for teaching practical components in rural schools, where limited infrastructure, inadequate digital resources, and low digital literacy hinder effective implementation. The study explored how Siemens’s connectivism theory can support e-learning adoption in Consumer Studies. The study employed a qualitative conceptual analysis methodology, drawing on curriculum documents, policy frameworks, and peer-reviewed literature. The findings indicated that the principles of diverse ideas, connecting specialised nodes, non-human learning resources, the ability to learn more, and recognising links between concepts were most suitable. These principles encourage learner-centred, collaborative, and lifelong learning supported by teachers using appropriate digital tools. Therefore, effective e-learning requires a responsive, inclusive, and contextually relevant framework that combines pedagogy, technology, and rural educational realities. This study advances educational innovation through a technology-based approach that combines practical learning with equitable access to quality education. The pedagogical, institutional, and policy implications highlight the importance of teacher training, accessible digital learning resources, and supportive policies to improve the effective use of connectivist e-learning practices in rural educational settings.