Empowering Rural Learners: Assessing the Impact of Home Economics Education on Life Skills Acquisition in a Zambian Secondary School

Abstract Background Home Economics education is recognized globally for its role in equipping students with practical life skills essential for personal and community development. However, in rural Zambian schools, resource constraints may limit its effectiveness. This study assessed the impact of Home Economics education on pupils at Syakalyabanyama Secondary School in Chirundu District, Southern Province, Zambia. Methods A mixed-methods case study design was employed, integrating quantitative data from 50 Grade 10 pupils via structured questionnaires with qualitative insights from semi-structured interviews with the Headteacher, Home Economics teacher, and 10 guardians. Data were analyzed using descriptive statistics (frequencies, means, standard deviations) for quantitative data and thematic analysis for qualitative data. Findings were triangulated across sources. Cronbach's alpha coefficients were calculated to assess internal consistency reliability. Results Pupils reported a high level of perceived life skills acquisition (composite mean = 4.37/5.0; 91% agreement). Practical skills development was strongest in personal hygiene (mean = 4.62), cooking (mean = 4.27), and home management (mean = 4.28), but comparatively constrained in applied financial management (mean = 3.98) due to resource limitations. Pupils and stakeholders unanimously perceived Home Economics as an essential, empowering subject crucial for self-sufficiency and independence (96% agreement). Female pupils showed slightly higher satisfaction (89.3%) than males (86.4%), though differences were not statistically significant (p > 0.05). Resource constraints—including inadequate funding, materials, and infrastructure—were identified as primary barriers limiting practical skill mastery. Conclusion Home Economics education at Syakalyabanyama is effective in imparting foundational life and practical skills, thereby supporting personal development and community resilience. However, its full transformative potential, particularly in entrepreneurial and advanced skill application, remains hindered by systemic resource gaps. Recommendations are offered for school administration, teachers, curriculum developers, and policymakers to enhance resource allocation, promote contextual adaptation, and strengthen practical learning opportunities.