Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability

Copyright ©Author(s) 2025. All Rights Reserved. Published by Global Publication House | GPH-International Journal of Educational Research Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability By: Gerry B. de Cadiz * 1, , Leo Roswald M. Tugonon2, Nikki Shane M. Tugonon3 1 Professor VI, Eastern Visayas State University, Philippines 2 Assistant Professor I, Palompon Institute of Technology, Philippines 3 Instructors I, Palompon Institute of Technology, Philippines Abstract This phenomenological study explored how business educators navigate curriculum alignment with technology, globalization, and sustainability within the framework of Technological Pedagogical Content Knowledge (TPACK). The research engaged 11 faculty members in business-related programs through purposive sampling and written interviews. Thematic analysis revealed key dispositional themes: adaptive mindset toward technological integration, global awareness and cultural sensitivity, commitment to sustainability and ethical responsibility, resilience amidst institutional constraints, and an equity-oriented perspective on digital access. While emerging technologies such as AI, blockchain, and data analytics are acknowledged, curriculum integration remains partial due to systemic barriers like limited faculty training, rigid approval processes, digital divide, and lack of institutional support. Strategies currently employed such as case studies, simulations, and localized examples are often hindered by outdated infrastructure and inconsistent faculty readiness. ESG principles are present but treated peripherally, calling for deeper, systemic embedding. The study concludes that full TPACK integration is essential to equip educators with the ability to deliver globally competitive, technologically fluent, and sustainability-driven business education. It recommends targeted professional development, curricular innovation, and infrastructure investments to bridge existing gaps. These insights provide guidance for policymakers, academic leaders, and faculty in transforming business education to meet 21st-century demands. Keywords: TPACK Framework, Business Education, Curriculum Innovation, Digital Transformation, Sustainability Integration. How to cite: Cadiz, G. B., M. Tugonon, L. R., & M. Tugonon, N. S. (2025). Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability. GPH-International Journal of Educational Research, 8(9), 19-39. https://doi.org/10.5281/zenodo.17295005 * Corresponding E-mail: [email protected] ARTICLE ID: #02109 10.5281/ZENODO.17295005 E3050-9599 P2795-3264 Page 19 of 39 VOL. 08 ISSUE 09 SEPT. - 2025 Cadiz, G. B., M. Tugonon, L. R., & M. Tugonon, N. S. (2025). Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability. GPHInternational Journal of Educational Research, 8(9), 19-39. https://doi.org/10.5281/zenodo.17295005 © 2025 GPH | International Journal of Educational Research | https://gphjournal.org/index.php/er Impacts of the Study  The study provides evidence-based insights for aligning business education curricula with emerging technologies, sustainability, and globalization, enabling institutions to modernize course content systematically.  It identifies specific gaps in faculty training, offering a framework for designing targeted professional development programs that enhance technological, pedagogical, and content expertise.  Findings inform higher education policymakers on the structural and systemic barriers to digital and sustainability integration, prompting governance reforms and budget prioritization.  The research highlights the effects of the digital divide, promoting equity-oriented strategies and resource allocation to ensure all students gain access to relevant digital tools and training.  It operationalizes the TPACK framework within a localized, real-world educational context in the Philippines, contributing to scholarly discourse and future research on tech-integrated pedagogy in business education. 1. Introduction The growing demands of the digital economy and sustainability imperatives necessitate a reexamination of business education. The framework Technological Pedagogical Content Knowledge offers a robust lens for understanding educators‘ capacity to blend technology, pedagogy, and content knowledge to address complex learning domains—digital tools, global business, and ESG integration (Nantha, 2024). Setoningsih (2023) demonstrated that even at secondary levels, teachers without sufficient TPACK struggle to implement digitalization in sustainable development contexts, underscoring the relevance of TPACK for higher education. Tasdemir & Gazo (2020) had shown that integration of sustainability in curricula has shown positive outcomes when handled through transdisciplinary frameworks that engage students in hands-on problem-solving, which suggests opportunities for business education reform. These interdisciplinary and experiential approaches align with TPACK-informed pedagogy, emphasizing authentic engagement with AI, ESG, and global contexts. However, educators continue to face barriers, including insufficient professional development, uneven institutional support, and digital inequities. The study of Meletiou‑Mavrotheris & Paparistodemou (2024) highlighted that systemic, community - oriented faculty learning is more effective than isolated initiatives in building TPACK. Global sustainability integration often remains fragmented in curricula due to institutional inertia and lack of infrastructure. This study adopts a hermeneutic phenomenology design to deeply explore educators lived experiences in navigating curriculum alignment with emerging technologies, global competencies, sustainability, and digital equity framed through TPACK. Such insights are essential to inform targeted faculty development, policy measures, and practice-based strategies that foster comprehensive, future-ready business education. While international studies employing the TPACK framework demonstrate its value in enhancing educators' competence and readiness for digital instruction, few investigations have focused on Philippine business education specifically. Page No. 20 Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability Volume 08 Issue 09 Sept 2025 Existing Philippine research primarily targets K–12 or pre-service teachers for example, Besa and Limpot (2023) revealed that while Filipino teachers exhibit high overall instructional competence, they still lag in TPACK readiness for online teaching. Valle and colleagues (2024) similarly found that basic-education teachers‘ technological knowledge and digital nativity vary significantly by school climate. In higher education, the literature remains sparse. Though blended learning and LMS adoption are emerging in the country, challenges of unequal infrastructure, faculty preparedness, and urban–rural disparities persist (Shim, 2021). There is a noted absence of empirical studies examining how business faculty in Philippine universities enact TPACK principles when integrating emerging technologies (e.g., AI, blockchain), global business competencies, and sustainability (ESG) content especially under the influence of institutional inertia and digital inequities. This study therefore addresses a critical gap by exploring, through hermeneutic phenomenology, the lived experiences of Filipino business educators in aligning curriculum with TPACK-informed pedagogy amid global, digital, and sustainability challenges. Focusing on this under-researched context enables a deeper understanding of both theoretical application and practical tensions inherent in curriculum innovation within Philippine higher education. The TPACK framework is especially pertinent to this study as it elucidates how educators integrate technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK) when delivering business curriculum that includes AI, blockchain, global competencies, and ESG. The interplay among these domains (TCK, TPK, PCK) and their intersection (TPACK) provides a structure for analyzing how faculty balance content expertise, pedagogical strategies, and digital tools (Mena Guacas et al., 2025). Literature confirms that educators with stronger TPACK proficiency more effectively integrate EdTech such as AI-enhanced instruction improving student engagement and learning outcomes, especially in contexts influenced by the digital divide (Wang & Choi, 2024). TPACK-informed professional development fosters sustainable teaching practices by bridging technology and content through collaborative, context-sensitive strategies (Krisnaresanti et al., 2024). Applying TPACK in this phenomenological study will help reveal how Philippine business educators interpret and enact curriculum innovations, addressing barriers in global exposure, ESG integration, and equitable digital education. The study aligns directly with UN SDG 4 Quality Education, particularly Target 4.7, which emphasizes incorporating sustainable development and global citizenship into curricula (Our World in Data, 2023). By applying the TPACK framework, the research enhances educators‘ capacity to integrate digital competencies (SDG 4.4) within business education, addressing the ICT skills gap (Latip et al., 2023). Embedding sustainability and ESG principles in curricula supports broader SDG goals by fostering responsible leadership and social/environmental awareness among future business professionals (Cripps & Smith, 2024). This study contributes to preparing globally competent, digital-fluent graduates capable of advancing sustainable and inclusive economic growth. This study offers valuable insights for policymakers, higher education leaders, and business faculty by identifying key challenges and targeted interventions in curriculum alignment. Tuffnell (2023) showed that TPACK-informed training can effectively support educators‘ adoption of digital and blended pedagogies in post-pandemic higher education contexts. The findings of Dziubaniuk and colleagues (2023) highlighting infrastructure inequities and digital literacy gaps help policymakers allocate resources for closing the digital Page No. 21 Cadiz, G. B., M. Tugonon, L. R., & M. Tugonon, N. S. (2025). Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability. GPHInternational Journal of Educational Research, 8(9), 19-39. https://doi.org/10.5281/zenodo.17295005 © 2025 GPH | International Journal of Educational Research | https://gphjournal.org/index.php/er divide and enhancing ICT infrastructure. Insights into integrating sustainability through digital tools align with best practices in sustainable business education, supporting transformative and collaborative pedagogies. For faculty, identifying barriers to teaching AI, ESG, and global content enables professional development that enhances TPACK domains content, pedagogy, and technology improving teaching effectiveness and curricular relevance. The study informs evidence-based policy, institutional strategy, and faculty education strategies to modernize business curricula for digital, globalized, and sustainable futures. 2. Objectives The primary objective of this study is to explore and interpret the lived experiences of business education faculty members in aligning their curriculum with the demands of digital transformation, globalization, and sustainability using the Technological Pedagogical Content Knowledge (TPACK) framework. The specific objectives are as follows: a. To examine the extent to which business education curricula align with emerging technologies such as artificial intelligence, blockchain, and data analytics, and to identify gaps in faculty preparedness for digital instruction. b. To assess the effectiveness of current strategies in teaching global business competencies, including cultural intelligence, international law, and economic diversity, in the absence of global immersion opportunities. c. To evaluate the integration of sustainability and environmental, social, and governance (ESG) principles within business programs and determine the institutional barriers that hinder their inclusion as core curricular components. d. To investigate institutional and systemic factors contributing to resistance to curriculum reform, particularly in updating content related to digital transformation and sustainability. e. To analyze the impact of the digital divide on business education delivery and student outcomes, focusing on how access disparities affect the development of digital fluency and hands-on technological skills. 3. Methodology Figure 1. The Thematic Flow indicating that each Dispositional Theme covers Inferential Themes with the Unique Initial Codes, each segment serving as baseline for the incoming discussion and analysis. This study adopts a hermeneutic phenomenological design to explore how purposively sampled business education faculty at Palompon Institute of Technology interpret and enact Page No. 22 Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability Volume 08 Issue 09 Sept 2025 curriculum alignment with technology, globalization, and sustainability through the lens of the TPACK framework (Ramsook, 2018). Hermeneutic phenomenology is ideal for examining educators‘ lived experiences, emphasizing interpretive meaning-making embedded in personal and historical contexts (Knight, 2022). Eleven (11) business faculty members were selected through purposive sampling based on their roles in curriculum design and familiarity with digital, global, or sustainability topics. Participants completed written, semi-structured interviews with open-ended questions aligned to TPACK domains (TK, PK, CK, and intersections) to explore rich narrative accounts of their experiences teaching emerging technologies, global competencies, and ESG integration. Written responses promote reflective depth, allowing participants to elaborate on faculty development needs, institutional constraints, and digital equity issues (Olmstead & Turpen, 2016). The Thematic Flow in Figure 1 indicates the Dispositional Themes (DT) with each generated Inferential Themes (IT) and Unique Initial Codes based on the Questions (Q) of the study (Purvis et al., 2024). It implied that the business educators were able to articulate experiences in their own terms while allowing time for deeper introspection particularly effective in sensitive or bureaucratically nuanced contexts (Braun & Clarke, 2006). Analysis followed a hermeneutic cycle involving iterative reading, interpretation, and reflective writing (Keshavarz, 2020). Translated insights were coded according to TPACK domains and phenomena emerging from the text. The researchers‘ reflexivity was documented via a reflective journal, acknowledging how fore-structures shape interpretations (Laverty, 2003). Themes were refined by dialogically moving between parts (individual transcripts) and the whole (the cohort), ensuring trustworthiness via cyclical analysis (McLeod, 2025). Triangulation was applied by utilizing various documents, including policy directives and faculty records, to strengthen the validity and trustworthiness of the results (Bowen, 2009). Adhering to established qualitative research protocols, ethical measures such as obtaining informed consent, ensuring participant anonymity, and maintaining data confidentiality were rigorously upheld (Orb et al., 2001). 4. Results and Discussion Results revealed partial curriculum alignment with emerging technologies, limited global exposure strategies, and minimal integration of ESG principles. Faculty face challenges in digital instruction, curriculum reform, and access disparities. Institutional rigidity, inadequate training, and the digital divide hinder efforts to deliver inclusive, future-ready business education aligned with global standards. 4.1. The Profile of Business Educators The study involved 11 business education faculty members from Palompon Institute of Technology, comprising nine full-time and two part-time instructors. Most held the rank of Instructor I, with one participant at the Instructor III level. Their assigned courses span a wide range of undergraduate programs, including Bachelor of Science in Business Administration, Bachelor of Science in Hospitality Management, Bachelor of Science in Hotel and Restaurant Technology, and Bachelor of Science in Industrial Engineering. The courses taught include core business subjects such as Marketing Management, Cost Management, Supply Chain, Strategic Management, Product and Operations Management, Applied Economics, and Advertising, as well as specialized subjects in hospitality and tourism, such as Quality Service Management and Hospitality Operations. Page No. 23 Cadiz, G. B., M. Tugonon, L. R., & M. Tugonon, N. S. (2025). Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability. GPHInternational Journal of Educational Research, 8(9), 19-39. https://doi.org/10.5281/zenodo.17295005 © 2025 GPH | International Journal of Educational Research | https://gphjournal.org/index.php/er These course assignments reveal a broad representation of business and allied fields, which provides rich, diverse perspectives for the study. This academic profile is significant to the study as it ensures that the TPACK framework is applied across multiple content domains, not limited to a single business specialization. The diversity in subject expertise allows the research to capture how educators from different areas of business education engage with emerging technologies, global content, and sustainability themes. The varying academic ranks highlight differences in institutional experience and authority in curriculum implementation, revealing disparities in decision-making power and professional development access—factors that directly impact faculty readiness and the institution‘s ability to align business curricula with the demands of the digital and global economy. 4.2. Discussion of the Results The researchers extracted Dispositional Themes (main themes) and corresponding Inferential Themes (subthemes) from transcribed responses by generating Unique Initial Codes. This coding process enabled a nuanced interpretation of the participants' lived experiences, uncovering deeper insights and recurring patterns. These themes illuminated how faculty members navigate teaching business-related courses in a digital context, using the TPACK framework to align the curriculum with the evolving demands of technology, globalization, and sustainability. Table 1 presents the dispositional themes derived from faculty responses, highlighting key areas affecting curriculum alignment with emerging technologies. These include partial integration, digital preparedness challenges, institutional training gaps, infrastructure limitations, self-driven adaptation efforts, and innovative models adopted by leading institutions to support technological integration in business education. Table 1. Adaptive Mindset toward Technological Integration Q1 To what extent does your business education curriculum align with emerging technologies such as artificial intelligence, blockchain, and data analytics, and what challenges do you encounter in preparing yourself for digital instruction? DT1 Adaptive Mindset toward Technological Integration IT(n) UIC(n) P(n) IT1-1 Partial or Moderate Curriculum Alignment with Emerging Technologies "Touches on emerging tech" P1 "Moderately aligned" P2 "Limited integration" P5 "Covers some topics" P7 "Growing integration in analytics, AI, and blockchain" P8 "Endeavors to integrate emerging technologies" P11 IT1-2 Challenges in Faculty Digital Preparedness "Learning to actually use the tools" P1 "Some faculty lack viable digital ideas" P2 "Feel unprepared for technical complexity" P4 "Need more knowledge in new ways of teaching" P10 "Evolving pedagogical competencies" P11 IT1-3 Institutional Gaps in Training and Upskilling "Co-faculty and trainings helped" P3 "Insufficient hands-on, ethics-oriented training" P4 "Need structured, experiential professional development" P4 "Without access to regular trainings and seminars" P6 "Lack of resources or training" P7 "Continuous upskilling is necessary" P11 IT1-4 "Print media and reference books" P9 Page No. 24 Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability Volume 08 Issue 09 Sept 2025 Resource Constraints "Limited access to advanced digital infrastructure" P11 IT1-5 Self-driven Efforts and Commitment to Adaptation "Self-learning helps" P6 "Committed to bridging this gap" P11 "Proactive adaptation and professional development" P11 IT1-6 Emerging Institutional Models for Integration "Mapúa, AIM, and Asia Pacific College examples" P4 "CMU Australia upskilling initiative" P4 "Proactive curriculum design and real-world application" P8 IT1-1 This theme reflects the varying degrees of integration of artificial intelligence, blockchain, and data analytics in business education curricula. Participants commonly noted that while emerging technologies are introduced, they are often not deeply embedded into core instruction. Educators acknowledge these technologies' importance but also highlight the gap between theoretical mention and practical application. This partial alignment suggests a curricular lag behind rapidly evolving industry demands. Such alignment is further influenced by external pressures, including accreditation standards and outdated syllabi, limiting institutions' ability to incorporate cutting-edge content. The theme indicates a need for intentional curriculum reform that prioritizes digital relevance. IT1-2 Many participants revealed a lack of readiness in using emerging digital tools for instruction. This includes both technological and pedagogical dimensions. Some educators expressed a steep learning curve in understanding and applying AI or data tools in teaching, highlighting a gap in Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK) as conceptualized in the TPACK framework. The uncertainty and anxiety surrounding technological integration are compounded by the fast-paced nature of digital innovation, making it difficult for faculty to stay updated. This theme underscores the urgency of structured professional learning initiatives that are contextualized and discipline-specific. IT1-3 Faculty narratives indicate that existing institutional support for digital upskilling is often reactive and fragmented. While some educators resort to self-study, most emphasized the need for sustained and experiential training programs, such as workshops, bootcamps, or industry certifications. The absence of such programs limits opportunities for hands-on practice and confidence-building in teaching with technology. Additionally, some institutions lack clear roadmaps or policies to support continuous professional development. This theme highlights the systemic nature of digital readiness and points to the importance of institutional accountability in fostering innovation. IT1-4 Another critical concern is the disparity in access to adequate digital infrastructure. Participants cited outdated computers, limited internet bandwidth, and reliance on print-based materials. These constraints are especially pronounced in resource-limited institutions and rural settings. The lack of investment in hardware, software, and stable connectivity impedes both teaching and learning. This theme calls for equity-based infrastructure planning and funding allocation that supports technology integration in underresourced institutions. IT1-5 Despite systemic challenges, several educators displayed resilience and initiative in adapting to technological changes. Self-learning, peer collaboration, and participation in free webinars or MOOCs were mentioned as strategies to bridge competency gaps. This theme illustrates the intrinsic motivation among educators to remain relevant and effective. It also reflects the ethical commitment to prepare students for a digital workforce, even in the absence of institutional support. IT1-6 Some participants cited best practices from institutions like Mapúa University and AIM, which have embedded AI modules and fostered faculty upskilling through global partnerships. These cases represent forward-thinking models for integrating technology in Page No. 25 Cadiz, G. B., M. Tugonon, L. R., & M. Tugonon, N. S. (2025). Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability. GPHInternational Journal of Educational Research, 8(9), 19-39. https://doi.org/10.5281/zenodo.17295005 © 2025 GPH | International Journal of Educational Research | https://gphjournal.org/index.php/er business curricula. The theme suggests that collaborative models between academia and industry can accelerate technological adaptation and inform scalable policy interventions for other institutions. Table 2 presents the inferential themes on strategies used by faculty to develop students' global business competencies. These themes highlight the reliance on theoretical instruction, moderate effectiveness, use of localized simulations, innovation with limited resources, faculty development needs, and student engagement as a measure of instructional success in non-immersive contexts. Table 2. Global Awareness and Cultural Sensitivity. Q2 How effective are your current strategies in developing students' global business competencies, including cultural intelligence, international law, and economic awareness, especially in the absence of global exposure or immersion programs? DT2 Global Awareness and Cultural Sensitivity IT(n) UIC(n) P(n) IT2-1 Theoretical Strength but Experiential Deficit ―Tough to develop global business skills without real-world exposure‖ P1 ―Mostly theoretical… missing the ‗how‘ that comes from real-life business situations‖ P6 ―Harder for students to fully develop cultural intelligence without immersion‖ P7 ―Notable gap in soft-skill development… cultural nuance, adaptability‖ P8 ―Significant limitation… absence of direct global exposure‖ P11 IT2-2 Moderately Effective and Incremental Strategies ―Slightly effective… can be improved if faculty have updated knowledge‖ P2 ―Moderately effective in helping shape students‘ competencies‖ P5 ―Current strategies… moderately effective in theory and collaboration‖ P8 ―Reasonably effective… but limited by lack of immersion‖ P11 IT2-3 Use of Localized Global Simulations and Case Studies ―Cross-cultural case studies and locally adapted global business modules‖ P4 ―PEST/SWOT exercises grounded in Philippine and ASEAN contexts‖ P4 ―Classroom discussions and simulations‖ P7 ―Integrated coursework in international law and economics‖ P11 IT2-4 Instructional Innovation and Resource Maximization ―Go beyond Philippine setting with global examples‖ P10 ―AI may be helpful if incorporated into day-to-day lessons‖ P9 ―Tech-enabled and human-connected learning methods needed‖ P8 ―Virtual collaborations… simulate international contexts‖ P11 IT2-5 Faculty Development and Capacity Building Needs ―Strategies may improve if faculty have updated knowledge and skills‖ P2 ―Instructors undergoing targeted workshops‖ P4 ―Cannot fully assess… still new to role‖ P5 IT2-6 Student Engagement ―Students were receptive… able to comply with requirements‖ P3 IT2-1 Faculty participants consistently emphasized that while their teaching strategies incorporate essential theoretical components such as cultural intelligence, international law, and global economic principles they fall short in delivering experiential learning. Without access to international immersion, cross-border collaborations, or real-world global exposure, students often grasp the ―what‖ and ―why‖ of global business, but miss the ―how.‖ This theme reflects a critical gap in the formation of authentic global competencies. Students may be familiar with frameworks, but lack the lived understanding of applying them in Page No. 26 Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability Volume 08 Issue 09 Sept 2025 intercultural or transnational business contexts. The challenge lies in transforming passive learning into experiential understanding that mirrors real-world complexities. IT2-2 Many faculty members assessed their approaches as moderately or partially effective. While strategies such as class discussions, content integration, and simulations provide some foundational knowledge, they often do not suffice to build deep, transferable global competencies. Incremental efforts such as infusing new global themes into existing coursework or adopting case studies are steps in the right direction. However, the effectiveness of these methods is often constrained by the lack of immersion programs, institutional support, and dynamic pedagogical models. These limitations point to a need for more intentional, whole-program redesigns rather than piecemeal additions. IT2-3 To compensate for the lack of direct global exposure, educators have adapted strategies that simulate global contexts within the local environment. Through case studies, PEST/SWOT analyses, and regionally contextualized modules, they attempt to build intercultural awareness and global economic understanding. These tools serve as proxies for immersion, allowing students to examine global business dynamics through Philippine and ASEAN lenses. While not a substitute for lived experience, these methods offer scalable and culturally sensitive alternatives that can bridge learning gaps, especially in resourceconstrained institutions. IT2-4 Despite systemic limitations, some educators demonstrate creative use of digital technologies and global content. Examples include the integration of artificial intelligence tools, virtual collaborations, and the use of global examples beyond Philippine contexts. These approaches highlight a spirit of innovation, where faculty maximize what is available to deliver engaging and globally relevant lessons. This theme underscores the role of individual agency and initiative in enhancing curriculum relevance, even in environments lacking robust infrastructure or international linkages. IT2-5 Several participants pointed out that the success of global competency instruction is closely tied to faculty expertise and confidence. Instructors who lack international exposure, professional development, or pedagogical training in intercultural and global frameworks may find it difficult to deliver effective instruction. The need for targeted workshops, mentorship, and continuous upskilling emerged as a shared concern. Building faculty capacity is essential not only to improve teaching effectiveness but also to sustain long-term curricular alignment with globalization. IT2-6 Some faculty members view students‘ compliance with assignments and active participation as indicators of strategy effectiveness. While such metrics offer insight into engagement, they may not fully capture competency development. This theme raises important questions about assessment practices and whether current evaluation tools adequately measure students‘ readiness for global business environments. Table 3 presents the emergent themes regarding the integration of sustainability and ESG principles into business curricula. It highlights partial implementation, faculty dedication despite constraints, institutional barriers such as limited training and resources, resistance to reform, and emerging structured efforts and good practices aimed at deepening ESG integration. Table 3. Commitment to Sustainability and Ethical Responsibility. Q3 How well is sustainability, including environmental, social, and governance (ESG) principles, integrated into your business curriculum, and what institutional barriers do you face in making these topics a core component? DT3 Commitment to Sustainability and Ethical Responsibility IT(n) UIC(n) P(n) IT3-1 ―Only scratching the surface‖ P1 Page No. 27 Cadiz, G. B., M. Tugonon, L. R., & M. Tugonon, N. S. (2025). Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability. GPHInternational Journal of Educational Research, 8(9), 19-39. https://doi.org/10.5281/zenodo.17295005 © 2025 GPH | International Journal of Educational Research | https://gphjournal.org/index.php/er dynamics.  Implement Technological Pedagogical Knowledge (TPK) Redesign lessons with tech tools like virtual boardrooms and Padlet, and ensure access via mobile apps, downloadable modules, and low-bandwidth content for inclusivity.     Cultivate Full TPACK Integration Encourage interdisciplinary course creation that integrates content, pedagogy, and technology, while utilizing action or design-based research to improve TPACK-driven business teaching practices.    Address Institutional Context Promote ICT investment, faculty training, and student access; build industry-academe ties for curriculum relevance; and adopt peer mentoring for collaborative TPACK-based teaching.   Adaptive Mindset toward Technological Integration A Global Awareness and Cultural Sensitivity B Commitment to Sustainability and Ethical Responsibility C Resilience in the Face of Institutional Constraints D Equity-Oriented Perspective on Digital Access E In Figure 2, the Technological Pedagogical Content Knowledge (TPACK) framework offers a comprehensive lens for analyzing the competencies required by business educators in the 21st-century learning environment. In this study, each of the TPACK component is intricately connected to the key challenges of curriculum alignment with technology, globalization, and sustainability. Technological Knowledge (TK) is crucial as faculty navigate tools like AI, blockchain, and LMS platforms to deliver modern business content. Many participants acknowledged the difficulty in staying current with emerging tech, highlighting TK as both a strength and gap area. Pedagogical Knowledge (PK) plays a central role in ensuring that content delivery is inclusive and responsive—especially in developing global competencies and accommodating digital divides through adaptive strategies like case studies and simulations. Content Knowledge (CK) is evident in educators‘ understanding of business fields, including ESG, corporate ethics, and global trade, though some admitted limitations in integrating these into core syllabi. The strength of Pedagogical Content Knowledge (PCK) appears in the faculty‘s efforts to contextualize abstract topics, like sustainability, through active learning methods even without immersion experiences. Technological Content Knowledge (TCK) was reflected in examples where tech tools enhance business understanding, such as data visualization for analytics or blockchain simulations. Technological Pedagogical Knowledge (TPK) is vital in transforming traditional instruction into tech-enhanced learning, as seen in the use of flipped classrooms or asynchronous modes to address access gaps. The core of the framework, TPACK, captures the educators‘ ability to integrate these domains holistically. Set within the Philippine educational context, institutional challenges Page No. 34 Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability Volume 08 Issue 09 Sept 2025 like outdated infrastructure and limited faculty training serve as critical barriers but also opportunities for strategic intervention and innovation. Table 6 presents a detailed explanation of how the TPACK-aligned strategies relate to the dispositional themes generated from the study. Each strategy directly supports the development of faculty dispositions needed to teach business courses effectively in a digital, global, and sustainable world. This relationship between strategy and disposition creates a coherent framework for reforming curriculum, pedagogy, and institutional systems toward more transformative business education. DT1 – Adaptive Mindset toward Technological Integration Educators with an adaptive mindset embrace ongoing change. These strategies reinforce adaptability by enhancing their ability to integrate evolving tools into instruction. By mastering TK, TCK, and TPK, teachers move beyond static teaching methods, making innovation part of their professional identity. This supports curriculum responsiveness to technological advances. DT2 – Global Awareness and Cultural Sensitivity Global competencies require educators to understand and teach within a broader cultural context. Strategies under PK, CK, and full TPACK implementation align course content with globally oriented pedagogy, even without physical immersion. These approaches foster empathy, inclusivity, and readiness for global business dynamics. DT3 – Commitment to Sustainability and Ethical Responsibility Educators committed to sustainability view business through an ethical and environmental lens. By aligning ESG content with innovative delivery methods, they transform sustainability from a peripheral topic to a guiding principle. These strategies allow ethical responsibility to be taught as a practical, data-driven, and essential component of business education. DT4 – Resilience in the Face of Institutional Constraints Resilience arises when educators persist despite bureaucratic or infrastructural barriers. These strategies empower faculty to deliver quality education through resourceful, flexible, and context-sensitive methods. Faculty who adapts pedagogical approaches or advocate for systemic change can bridge gaps between aspiration and institutional limitations. DT5 – Equity-Oriented Perspective on Digital Access Equity-minded educators acknowledge disparities in digital access and design interventions accordingly. These strategies mitigate the digital divide by focusing on inclusive content delivery, equitable resource distribution, and pedagogical flexibility. The result is a more just and accessible business education for all learners, regardless of socioeconomic background. Page No. 35 Cadiz, G. B., M. Tugonon, L. R., & M. Tugonon, N. S. (2025). Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability. GPHInternational Journal of Educational Research, 8(9), 19-39. https://doi.org/10.5281/zenodo.17295005 © 2025 GPH | International Journal of Educational Research | https://gphjournal.org/index.php/er 6. Conclusion The study “Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability” revealed that while business educators demonstrate strong professional commitment and adaptability, they face significant institutional, technological, and pedagogical challenges in aligning the curriculum with 21st-century demands. Emerging technologies such as AI, blockchain, and data analytics are moderately integrated, but faculty digital preparedness remains uneven due to gaps in training and limited access to infrastructure. Strategies to develop students' global business competencies such as localized case studies and intercultural discussions are in place, yet they fall short without immersive global exposure. Similarly, sustainability and ESG principles are introduced but often treated as supplemental rather than core themes, constrained by outdated materials, time limitations, and systemic inertia. Through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework, the study emphasizes the need for holistic faculty development that combines technological fluency, content mastery, and adaptive pedagogy. The dispositional themes such as resilience, global awareness, ethical responsibility, and equity highlight the human dimension of digital transformation in education. Meaningful and future-ready curriculum reform must address structural barriers, bridge the digital divide, and empower educators through strategic institutional support and capacity-building. Only by doing so can business education truly equip students with the competencies needed to thrive in a digitally connected, globally integrated, and sustainability-conscious economy. 7. Recommendations Based on the findings, the study recommends that institutions prioritize structured faculty development programs that integrate TPACK principles, equipping educators with technological, pedagogical, and content expertise. Business curricula should be reformed to embed emerging technologies, global competencies, and ESG principles as core components, not supplementary topics. Investments in digital infrastructure and equitable access are critical to bridge the digital divide. Institutions must streamline bureaucratic processes to accelerate curriculum innovation and provide support for experiential, interdisciplinary, and industry-linked learning. Fostering a culture of adaptability, global-mindedness, and sustainability among educators will ensure business education remains relevant in an evolving digital world. Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. Acknowledgements This work was self-funded by the researchers. Faculty members teaching business education courses provided valuable insights and narratives of their experiences in relation to the problems of the study. Page No. 36 Teaching Business in a Digital World: A TPACK-Informed Phenomenological Study on Curriculum Alignment with Technology, Globalization, and Sustainability Volume 08 Issue 09 Sept 2025 References Besa, D. P., & Limpot, M. 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