Adolescents are at a crucial stage of learning where digital engagement plays a significant role in academic development. E-learning, with its flexibility and accessibility, has become an essential educational tool. However, many students lack adequate knowledge about its use and importance, limiting their ability to benefit fully. This study aims to assess the effectiveness of a structured teaching programme in enhancing adolescents’ knowledge about e-learning.

Methodology: A quantitative research approach and quasi-experimental research design were used for this study. Non-probability purposive sampling technique was employed to select 60 adolescent students from selected schools in District Kangra, Himachal Pradesh. Data was collected using selected socio-demographic variables and a self-structured knowledge questionnaire. The data were analyzed using descriptive and inferential statistics.

Results: Findings revealed that the structured teaching programme significantly improved knowledge regarding the use and importance of e-learning. The mean pre-test knowledge score was 12.03, while the mean post-test score increased to 19.52. The calculated “t” value was 33.096, which was statistically significant at <0.001 level. This indicates that the post-test knowledge scores were considerably higher than the pre-test scores, proving the effectiveness of the intervention.

Conclusion: The study concludes that the structured teaching programme was effective in enhancing knowledge among adolescent students regarding the use and importance of e-learning. The notable gain in post-test scores confirms its value as an educational strategy to bridge knowledge gaps and encourage informed digital learning practices.