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

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.