A framework for interdisciplinary blockchain training: bridging the skills gap in supply-chain education

Purpose This article addresses the skills gap in supply chain management (SCM) education, particularly in emerging markets, where traditional curricula lack the technical expertise required for blockchain technology. The study identifies key challenges hindering blockchain adoption in SCM curricula and proposes an empirically grounded, interdisciplinary, modular training framework suitable for non-technical learners. Design/methodology/approach A qualitative exploratory design within an interpretivist paradigm was adopted. Data included a review of South African SCM curriculum documents, consultations with external stakeholders and learning artefacts from lecturers and students involved in blockchain-integrated teaching. Data were thematically coded in ATLAS.ti and triangulated across sources. The framework was developed iteratively and examined through comparative cross-case analysis and a South African classroom pilot. Findings The study identified interrelated constraints: limited curricular coverage of blockchain concepts and laboratory exposure; uneven faculty readiness and institutional resource limitations; and learner heterogeneity that increases cognitive load for non-technical cohorts. These findings informed a three-tier modular framework comprising foundational literacy; applied simulations and platform familiarisation; and industry-linked capstone projects. Cross-case comparison and classroom pilot evidence indicate that staged, use-case-driven learning supports progression from conceptual understanding to applied competence within resource-constrained contexts. Research limitations/implications This study is exploratory in nature and based on a single institutional case. Further empirical testing and comparative studies across institutions and geographies are recommended to validate the framework’s generalisability and long-term impact. Practical implications The framework provides a roadmap for integrating blockchain into non-technical programmes, enabling universities, government and industry to co-develop scalable skills development interventions. It supports employability, innovation and national digital transformation agendas. Social implications This study contributes to social inclusion by proposing an accessible, non-technical pathway for integrating blockchain education into SCM programmes. By lowering technical entry barriers, the framework supports skills development for diverse learner groups, including students from non-IT backgrounds and working professionals engaged in upskilling and reskilling. In the South African and broader African context, this approach has the potential to enhance graduate employability, reduce digital skills inequalities and support youth participation in digitally enabled supply chains. The framework also aligns higher education curricula with inclusive Fourth Industrial Revolution agendas and workforce transformation goals. Originality/value The article contributes a stakeholder-centred, practice-informed approach to curriculum innovation in SCM education. It integrates Technology–Organisation–Environment, stakeholder theory and learning theory to explain adoption feasibility and pedagogical progression and offers a scalable framework and implementation roadmap for resource-constrained institutions seeking to align SCM education with digital transformation and employability demands.