ABSTRACT
This research project aims to investigate the perceived pedagogical approaches needed for students’ adaptability by business educators in the new normal. The COVID-19 pandemic has disrupted traditional educational practices, necessitating the adoption of innovative pedagogical approaches to foster students’ adaptability and resilience. This study seeks to explore the perceptions of business educators regarding the pedagogical approaches required to enhance students’ adaptability in the face of evolving educational landscapes. The research objectives include examining the perceived importance of adaptability in business education, identifying pedagogical approaches employed by educators to promote students’ adaptability, exploring the challenges faced in implementing these approaches, and proposing recommendations for enhancing pedagogy in the context of the new normal.
A mixed-methods research design will be employed, utilizing surveys, interviews, and classroom observations to collect data from business educators. The research objectives include examining the perceived importance of adaptability in business education, identifying pedagogical approaches employed by educators to promote students’ adaptability, exploring the challenges faced in implementing these approaches, and proposing recommendations for improvement.
The findings of this research project will contribute to the existing body of knowledge by providing insights into the perceived pedagogical approaches needed for students’ adaptability in the new normal. The research will examine the perceptions of business educators regarding the importance of adaptability in business education, considering factors such as changing industry dynamics, technological advancements, and the need for lifelong learning. Additionally, the study will identify pedagogical approaches employed by educators to promote students’ adaptability, including experiential learning, problem-based learning, collaborative projects, technology integration, and flexible assessment methods. Furthermore, the research will explore the challenges faced by educators in implementing these approaches, such as limited resources, lack of training, technological barriers, and student resistance. Based on the findings, recommendations will be proposed for enhancing pedagogy in business education, encompassing faculty development, curriculum redesign, technological support, and institutional policies.
The implications of this research extend to business educators, students, educational institutions, and policymakers. The findings will provide business educators with insights into the perceived pedagogical approaches needed to foster students’ adaptability, informing their instructional practices and professional development efforts. Students can benefit from the research findings by experiencing pedagogical approaches that enhance their adaptability, critical thinking, problem-solving skills, and preparedness for a rapidly changing business environment. Educational institutions can utilize the research findings to inform curriculum design, faculty training, and resource allocation, ensuring the integration of adaptability-related skills and competencies. Policymakers can consider the implications of the research when formulating policies and initiatives that support innovative pedagogy and student adaptability.
PERCEIVED PEDAGOGICAL APPROACHES NEEDED FOR STUDENTS’ ADAPTABILITY BY BUSINESS EDUCATORS IN A NEW NORMAL, GET MORE PHD DISSERTATION BUSINESS EDUCATION MATERIALS HERE.
