Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability
Abstract
This phenomenological study explored how business educators navigate curriculum alignment with technology, globalization, and sustainability within the framework of Technological Pedagogical Content Knowledge (TPACK). The research engaged 11 faculty members in business-related programs through purposive sampling and written interviews. Thematic analysis revealed key dispositional themes: adaptive mindset toward technological integration, global awareness and cultural sensitivity, commitment to sustainability and ethical responsibility, resilience amidst institutional constraints, and an equity-oriented perspective on digital access. While emerging technologies such as AI, blockchain, and data analytics are acknowledged, curriculum integration remains partial due to systemic barriers like limited faculty training, rigid approval processes, digital divide, and lack of institutional support. Strategies currently employed—such as case studies, simulations, and localized examples—are often hindered by outdated infrastructure and inconsistent faculty readiness. ESG principles are present but treated peripherally, calling for deeper, systemic embedding. The study concludes that full TPACK integration is essential to equip educators with the ability to deliver globally competitive, technologically fluent, and sustainability-driven business education. It recommends targeted professional development, curricular innovation, and infrastructure investments to bridge existing gaps. These insights provide guidance for policymakers, academic leaders, and faculty in transforming business education to meet 21st-century demands.
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