Abstract:
Remote learning is the future of teaching and learning. The inception of Covid 19 has disrupted the
traditional face to face teaching and learning and raised a need for scholars to investigate innovative
ways to adapt to global disruption. Remote learning was the preferred option as it is effective and
efficient to sustain learning even post the disruptions. In recent years, extensive research has been
conducted on how to use the industrial revolution in curriculum reform. Remote learning is one of the
recent initiatives in the curriculum and pedagogy reform package in South Africa that involves the use
of remote learning to improve teaching and learning. This article investigates innovative ways to
engineer a shift to remote learning for pre-service economic and management science teachers and the
use of remote learning curriculum practice to achieve pedagogy mastery. The aim of the article is to
answer the research question: what innovative ideas can be generated to engineer shift to remote
learning in curriculum practice. Architecture theory is used as the main lens for the study. Connectivism
learning approach as a form of education science is used to generate data in this study. Connectivism
is immersed in the narrative that knowledge is distributed across networks through connections and
connectivity, and learning is guided by connections and connectedness. Based on technology,
connectivism is a learning approach that emphasizes knowledge acquisition focused on the future,
rather than the past. Connectivism is relevant to this study because it encourages and changes the
essential nature of building knowledge. Connectivism empowers teacher educators as well as preservice
students through using collaboration in learning. Critical discourse analysis was used to arrive
at the following broad findings: Pre-service economic and management science teachers should
participate in diverse learning spaces indicated by the varying standards of learning embodied in the
existing context of the South African society embracing educational inequalities. Implementation of the
three c`s of remote learning: connectivity, content and capacity will enhance possibilities for economic
and management sciences pre-service teachers to use remote learning in their practice of the
curriculum. The paper concludes with expected recommendations that the prefigured remote learning
for professional teaching practices be reconfigured.
