Introduction. The relevance of the study lies in the fact that the rhizomatic approach to education has become quite widespread in recent years, and as a result, there is an urgent need for its scientific analysis. The purpose of this article is to identify the essence, structure, and content of rhizomatic education, i.e., to create a comprehensive description of rhizomatic education as a phenomenon in modern education. The objective is to assess the potential advantages and disadvantages of rhizomatic education compared to the traditional theory and practice of classroom-based education, which has been in place for centuries.
Materials and methods. The author uses an analytical and synthetic research method, a method of analyzing scientific literature, and a systematic research approach. Numerous works by domestic and foreign authors published in a number of reputable periodicals, as dissertations and monographs were used as research materials.
Results. The philosophical origins of this phenomenon of modern education are shown, the authors of the rhizome concept (Gilles Deleuze and Felix-Pierre Guattari) are indicated, and the main characteristics of rhizomatic learning are revealed. The rhizome is characterized as a structure that can be used to represent new knowledge. Two main reasons for the spread of rhizomatic learning are identified. The first reason is that the concept and practice of connectivism are used as a driver in the implementation of rhizomatic learning. Connectivism is a necessary condition for the implementation of rhizomatic learning; without it, rhizomatic learning would be helpless. The second reason is that formal educational institutions are not always able to fully meet the diverse and rapidly changing demands for knowledge.
Discussion and conclusions. It is noted that rhizomatic learning is an attempt by modern educators to make the educational process more attractive. The potential of rhizomatic learning is great, especially in distance learning and the use of various online resources such as social media and blogs. The continued spread of IT technologies and the need to acquire even more information will contribute to the development of the rhizomatic learning model.
Keywords: rhizome, rhizomatic learning, connectivism, Deleuze, Guattari, Siemens, Downs, Bokova
For Citation: Pomelov, V. B. (2026). Rhizomatic learning as a phenomenon of modern educations. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (1), 619–628. https://doi.org/10.32744/pse.2026.1.38
Author:
Vladimir B. Pomelov (Russia, Kirov) — Professor, Dr. Sci. (Educ.), Professor of the Pedagogy Department of the Institute of Pedagogy and Psychology. Vyatka State University. E-mail: vladimirpomelov@mail.ru
© Vladimir B. Pomelov, 2026
The author’s declared no conflicts of interest
Received: 14 July 2025 | Approved: 17 September 2025 | Published: 28 February 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0)
that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this
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