Transacting the Commerce Curriculum: Continuities, Innovations, and Pedagogical Practices in Contemporary Classrooms
DOI:
https://doi.org/10.59890/ijeps.v4i3.3Keywords:
Case-Based Learning, Commerce Education, Curriculum Transaction, Experiential Learning, Learner-Centred Teaching, Pedagogical Innovation and PracticesAbstract
In a globalized technological world, commerce education is transforming rapidly. Contemporary curricula focus on industry relevance, critical thinking, and experiential learning. However, there continues to be a gap between the curriculum design and its implementation in the classrooms. Although reforms propose the use of learner-centred pedagogies, the classroom teaching tends to follow traditional teaching strategies. The research uses a qualitative, conceptual-illustrative design, based on existing published pedagogical literature and institutional practice in top business schools and universities worldwide. It traces key pedagogical trends using thematic analysis of secondary sources, such as institutional websites and scholarly studies. The study recognizes long-lasting continuities, including lecture-based teaching and learning that is based on examination, and emerging innovations, including case-based learning, experiential projects, simulations, and technology-based pedagogy. The findings of the study show that the nature of commerce classrooms is not the substitution of the old practices but their co-existence and hybridization with new practices. Innovation restructures continuity with layered pedagogical designs that combine multiple teaching methods. Against this backdrop, curriculum transaction emerges as the crucial tool where pedagogical change is negotiated and enacted, influenced by student readiness, teacher agency, and institutional constraints.. The study also highlights that there must be a concerted effort to align across curriculum, pedagogy, and assessment to improve educational effectiveness and outcomes. It offers useful insights for educationists and institutions who/which would like to enhance the quality of commerce education in the rapidly changing global setting.
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