Digital Age Pedagogy: How European and Asian Business School Students Perceive Competence-Oriented Education

DOI: https://doi.org/10.15826/csp.2024.8.4.310

Abstract

This study examines the perceptions of competence-oriented educational practices in the digital age among business school students from European and Asian cultures. The statement emphasizes the need for essential competencies and maintaining a balance between study and personal life. The study sampled 800 undergraduate students, equally in Thailand and Bulgaria, to assess the impact of key competencies, digital literacy, and the integration of digital technologies on students’ educational choices. The findings revealed significant differences in how students from these two regions perceive the importance of these factors. Thai students tend to emphasize a balanced set of competencies but are less inclined to value digital skills as highly as their Bulgarian counterparts. In contrast, Bulgarian students place a greater emphasis on digital competencies, reflecting the European education system’s broader integration of digital literacy into its curricula. The evidence suggests that a global trend towards the recognition of digital technologies is crucial for achieving a study–life balance with minimal differences between the regions in this regard. This convergence suggests an emerging global consensus on the role of digital education in promoting lifelong learning. The authors recommend incorporating region-specific teaching philosophies to improve student engagement and promote a healthy study–life balance.

Author Biographies

Desislava Serafimova, University of Economics, Varna, Bulgaria

Desislava Serafimova is an Associate Professor with a PhD at the University of Economics in Varna, Bulgaria, where she is affiliated with the Department of Management and Administration. Her scholarly focus spans several areas within business and management studies, including organizational studies, corporate social responsibility (CSR), and business administration. Her work reflects a keen interest in management practices, particularly technological advancements and their implications for organizations.

Pensri Jaroenwanit, Khon Kaen University, Thailand

Pensri Jaroenwanit is an Associate Professor and former Dean of the Faculty of Business Administration and Accountancy at the Khon Kaen University, Thailand. She is an active researcher with over 81 citations for her work. Her fields of expertise cover business administration, accounting, and organizational management. She has been instrumental in developing curricula that address societal needs and promote 21st century skills, with a particular focus on programs that empower women entrepreneurs and strengthen communities both economically and socially.

Pongsutti Phuensane, Khon Kaen University, Thailand

Pongsutti Phuensane, PhD, is currently the Dean of the Faculty of Business Administration and Accountancy at the Khon Kaen University, Thailand. He holds a PhD from the University of Durham (2016), a MBA from the Khon Kaen University (2010), and a BA from Kasetsart University (1997). As a researcher, Dr. Phuensane has 117 citations for his work, with a focus on finance. His leadership aims to maintain the Faculty’s reputation for excellence in business education and research.

Published
2024-12-28
How to Cite
Serafimova, D., Jaroenwanit, P., & Phuensane, P. (2024). Digital Age Pedagogy: How European and Asian Business School Students Perceive Competence-Oriented Education. Changing Societies & Personalities, 8(4), 1006–1033. doi:10.15826/csp.2024.8.4.310
Citation Formats
Issue
Vol. 8, No. 4 (2024)
Section
Articles