Exploring the role of e-learning in career readiness: experiences of business students in Myanmar

This study explores Myanmar business students' e-learning experiences amid ongoing military rule using Activity Theory as a framework. Through thematic analysis of 837 social media posts (March 2021-September 2024), three themes emerged: global knowledge acquisition, digital skills development, and educational flexibility. The research contributes four theoretical extensions to Activity Theory: systemic cascade contradictions where political upheaval simultaneously transforms all activity components; parallel activity system mediation through multifunctional digital tools; forced community migration from local to international networks; and dual-role identity performance under surveillance. The findings demonstrate that e-learning functions as critical educational infrastructure substitute in conflict contexts, requiring crisis-responsive theoretical frameworks.