| dc.description.abstract | The COVID-19 pandemic accelerated significant reforms in business education, reshaping teaching delivery, accreditation standards, and expectations regarding societal impact. This paper reviews accreditation standards, global policy reports, and peer-reviewed studies to examine how ethics, technology, and pedagogy are redefining management education. The findings indicate that accreditation bodies such as AACSB, ACBSP, EQUIS, and PRME increasingly require the integration of environmental, social, and governance (ESG) principles and societal impact into business education. At the same time, technological innovations, including hybrid and AI-enabled learning, have expanded educational opportunities but also risk widening existing inequities. Pedagogical advances, such as Universal Design for Learning (UDL 3.0) and competency-based education, enhance inclusivity but require substantial faculty development and institutional investment. The paper proposes a conceptual framework that integrates ethics, technology, and pedagogy as complementary pathways toward the sustainable transformation of management education. | en_US |
