Educational continuity beyond the classroom: Teachers’ and students’ perceptions of alternative home-based learning strategies for Home Economics in Ghana

Purpose The voices of key curriculum implementers are often underrepresented in curriculum revision. This study explores how viable alternative strategies for remote learning in Ghana can be designed for home economics, a subject with strong practical components. It examines how meaningful hands-on learning can be sustained outside the classroom. Methods An exploratory design was used with purposive sampling of 72 senior high school (SHS) students and teachers. Data were collected through focus group discussions, transcribed using Otter.ai, and analysed thematically using Microsoft Excel. Findings Theoretical and technical content can be delivered via centralized platforms such as Ghana Education Service course websites, while practical skills requiring supervision are better supported through community-based learning and student portfolios. These approaches enhance the feasibility of remote learning in low-connectivity contexts and provide guidance for policymakers and educators in designing resilient remote learning systems for practical subjects in low-resource environments. Although the study is limited to a small, purposively selected sample and a single field of study at the SHS level, which may affect generalizability, it offers insights into context-specific curriculum adaptation in resource-constrained settings. The study foregrounds student and teacher perspectives in curriculum adaptation and proposes contextually relevant strategies for sustaining practical learning during disruptions.