PEDAGOGICAL ALIGNMENT in BUSINESS EDUCATION: Faculty Preferences Across NBEAC‑Accredited Subjects in Pakistan

Abstract

Background: Pedagogical practices in business education significantly shape student learning outcomes. However, limited research has examined how faculty in Pakistan align teaching methodologies with the nature of business subjects, as defined by the National Business Education Accreditation Council (NBEAC).

Objective: To identify business educators’ preferred teaching methodologies across 21 core and specialized subjects, and to propose a framework for subject-specific pedagogical alignment.

Methods: A descriptive survey research design was employed. Data were collected from 66 faculty members teaching both foundational and specialized business courses across accredited business schools in Pakistan. Preferences for teaching methodologies were analyzed across subject categories. 

Results: Findings revealed that Flipped Learning (FL) was the preferred approach in 12 out of 21 subjects, particularly in applied and conceptually rich areas such as entrepreneurship, human resource management, marketing, and business communication. Traditional lecture-based instruction dominated in technically oriented and quantitatively structured courses, including accounting, finance, and business mathematics. Only one subject—Microeconomics—was identified as best suited to a blended model integrating FL with lectures.

Conclusion: The study introduces a subject-specific pedagogical mapping framework that aligns teaching methodologies with curricular content. This framework provides strategic insights for faculty development, curriculum planning, and policy formulation in business education. The findings highlight the need for differentiated pedagogical approaches to enhance learning outcomes across diverse business disciplines in Pakistan.