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The present study, which was conducted in the framework of the thesisstatement for the postgraduate diploma in Management and Organization of Educational Units, aims at exploring students' attitudes towards the principles of connectivism as a measure to combat unemployment. The study explores the students' perceptions when it comes to choosing their vocation as well as their career, and their potential vocational training. Moreover, connectivism as a learning theory, in general, is linked to online learning. Therefore students' attitudes and perceptions towards online education have also been explored via recording what they consider to be its benefits, barriers and disadvantages and which factors contribute to successful online education. Quantitative research was used and a questionnaire was created and filled out by the students of the first grade in the First Vocational Senior High School of Rethymno (EPAL) (there are two such schools in the prefecture of Rethymno) within the framework of the School Vocational Guidance course. The findings highlight the student's concession regarding the aid that connectivism has to offer. Students deem that the following are of the utmost importance: how easy it is to find a vocation which is in high demand in the job market, to be trained in a number of contemporary vocationsin order to have better job prospects and to find a new job either in Greece or abroad. In relation to the benefits of online education, students consider having access to educational material at any time, a great benefit. However, a major disadvantage is that students may find it difficult to access the Internet itself as well as its low speed. According to the students, a primary success factor of online learning is that they are technically supported in case they are faced with technical difficulties. The results also revealed differences in students' answers depending on their gender, origin, place of residence and ICT user experience. These findings may be considered important because students, through their responses, exhibit their willingness to be more involved in both the principles of connectivism and online learning