Impact of digital capabilities of countries on the pedagogical transitions in business schools

Abstract

Purpose During the COVID-19 pandemic, the importance of digital infrastructure in higher education surged. This study aims to analyze how a country’s digital capabilities influence pedagogical transitions in business schools and compare the impacts between digitally advanced and advancing countries. Design/methodology/approach The authors applied the job demands–resources model and the IMD World Digital Competition Ranking 2021 to analyze the impact of nations’ digital capabilities on the pedagogical transitions experienced by 121 business faculty members from 20 nations. The countries were categorized into digitally advanced countries and advancing countries. The snowball sampling method was used to gather data through an online survey consisting of 24 items. SPSS was used to statistically analyze the data in two stages using paired t -test and group comparison. Findings Significant shifts between face-to-face and online lectures occurred in both groups. Advanced countries witnessed positive shifts in discussions, presentations, oral assessment, independent learning opportunities, online teaching methods, technical support and faculties’ readiness, whereas advancing countries mainly noted alterations in professional development and communication technologies. Originality/value This study offers insights into optimizing digital capabilities and enhancing business schools’ readiness for effective pedagogical shifts during crises. Both the theoretical contribution and the findings will benefit national education policies, higher education institution leaders, scholars and educators.