Redesigning Business Education Curriculum: Harnessing Social and Technological Systems in the Digital Age

Abstract

The research examined the contribution of social and technological systems to the curriculum development of business education programs in a digital context. The study employed a descriptive survey design comprised of 149 participants. The instrument for data collection was a self-designed questionnaire, structured on a 4-point Likert scale (Very High, High, Low, and Very Low), administered through Google Forms to reach the target audience. The researcher adopted Cronbach’s Alpha to examine the internal consistency of the instrument, which yielded a reliability index of 0.85. Data analysis was done using descriptive statistics of t-test and Analysis of Variance (ANOVA). The hypotheses were tested at a significance level of 0.05. The results revealed that social systems, such as collaboration platforms and peer networks, alongside technological advancements like digital tools and online resources, significantly impact the design and development of business education curricula. The study emphasizes the need to integrate social and technological systems into the business education curriculum to foster digital literacy and entrepreneurial skills. It is recommended that institutions should continuously update their curricula to reflect technological innovations and social trends, ensuring that business education students are adequately prepared for the demands of the digital age.