Submit a Manuscript to the Journal
Journal of Teaching in International Business
For a Special Issue on
Digital Minds, Global Classrooms: Cognitive Adaptations for the Next Generation of International Business Education
Manuscript deadline
Special Issue Editor(s)
Dr. Ivanete Schneider Hahn,
Brazil
[email protected]
Dr. Miguel Cordova,
Tecnológico de Monterrey, Mexico
[email protected]
Dr. Luis Alberto Curral,
University of Lisbon, Portugal
Dr. Swati Nagar,
The University of Sydney, Australia
Dr. Carolina Serrano-Archimi,
Aix-Marseille University, France
Digital Minds, Global Classrooms: Cognitive Adaptations for the Next Generation of International Business Education
Overview and Rationale
The ongoing digital transformation of education has profoundly altered the way international business (IB) is taught, learned, and experienced. Business educational options through technology are vast and diverse (Niine et al., 2021). While current students are often labeled digital natives, empirical evidence suggests a paradox: despite their fluency with technology, they frequently exhibit cognitive fragmentation, diminished attention spans, and limited metacognitive self-regulation (Mahajan & Patel, 2025; Manwell et al., 2022; Mertala et al., 2024; Nguyen et al., 2025; Shalu et al., 2025) when confronted with complex global contexts and intercultural challenges.
This Special Issue explores the cognitive, pedagogical, and ethical implications of educating the next generation of global managers within increasing digital learning environments. It seeks to advance theoretical and empirical understanding of how cognitive processes, digital learning behaviors, and pedagogical innovation intersect in the teaching of international business.
In parallel, this issue aims to investigate how educators themselves (often digitalimmigrants) adapt their teaching methods to align with emerging technologies while safeguarding depth of learning, critical thinking, and intercultural competence.
By linking insights from cognitive psychology, digital pedagogy, and international business education, the issue will foster an interdisciplinary dialogue about how cognition and technology co-evolve in shaping the future of global business education.
This Special Issue is a collaborative effort between the Journal of Teaching in International
Business and the AIB Teaching & Education SIG.
Aims and Objectives
1. To examine the cognitive characteristics and learning challenges of digital-native students in international business programs.
2. To explore pedagogical innovations and technological adaptations that enhance deep learning, intercultural awareness, and ethical reasoning in global classrooms.
3. To evaluate the implications of AI, big data, and algorithmic learning for cognitive development and educational equity in international contexts.
4. To connect digital cognition with broader educational goals such as global citizenship, sustainability, and responsible management education.
5. To propose conceptual frameworks and empirical evidence that inform future teaching practices and curriculum design in IB education.
References
Mahajan, P., & Patel, R. C. (2025). The Silent Erosion: Global Generational Cognitive Decline in the Age of AI and the Future of Human Intellectual Agency. SSRN. https://doi.org/https://dx.doi.org/10.2139/ssrn.5386814
Manwell, L. A., Tadros, M., Ciccarelli, T. M., & Eikelboom, R. (2022). Digital dementia in the internet generation: Excessive screen time during brain development will increase the risk of Alzheimer’s disease and related dementias in adulthood. In Journal of Integrative Neuroscience (Vol. 21, Issue 1). IMR Press Limited. https://doi.org/10.31083/j.jin2101028
Mertala, P., López-Pernas, S., Vartiainen, H., Saqr, M., & Tedre, M. (2024). Digital natives in the scientific literature: A topic modeling approach. Computers in Human Behavior, 152. https://doi.org/10.1016/j.chb.2023.108076
Nguyen, L., Walters, J., Paul, S., Ijurco, S. M., Rainey, G. E., Parekh, N., Blair, G., & Darrah, (2025). Feeds, Feelings, and Focus: A Systematic Review and Meta-Analysis Examining the Cognitive and Mental Health Correlates of Short-Form Video Use. Psychological Bulletin, 151(9), 1125–1146. https://doi.org/10.1037/bul0000498.supp
Niine, T., Cantoni, F., & Córdova, M. (2021). MOOCs in Logistics – Preliminary Data on University Curricula Coverage. Advances in Intelligent Systems and Computing, 1328 AISC, 586–597. https://doi.org/10.1007/978-3-030-68198-2_54
Shalu, Verma, N., Dev, K., Bhardwaj, A. B., & Kumar, K. (2025). The Cognitive Cost of AI: How AI Anxiety and Attitudes Influence Decision Fatigue in Daily Technology Use. Annals of Neurosciences. https://doi.org/10.1177/09727531251359872
Submission Instructions
Key Themes and Topics
Submissions may include, but are not limited to, the following areas:
Cognition and Learning
▪ Cognitive overload, attention fragmentation, and information processing in digital IB learning environments.
▪ Neurocognitive and psychological perspectives on learning across cultures.
▪ Adaptive and personalized learning systems for international business education.
Pedagogical Innovation
▪ Use of AI, VR, AR, and immersive platforms in fostering intercultural competence.
▪ Learning analytics and data-driven insights into student engagement and cognition.
▪ Experiential and problem-based learning designs responsive to digital behaviors.
Ethics, Inclusion, and Sustainability
▪ Ethical implications of AI-supported teaching in IB education.
▪ Sustainable learning models integrating ESG and global responsibility principles.
▪ Cognitive diversity and inclusive pedagogies for global classrooms.
Faculty Adaptation and Digital Maturity
▪ Challenges and strategies for educators transitioning to AI-enhanced and digitally mediated teaching.
▪ Faculty cognition, digital literacy, and the ethics of algorithmic decision making in academia.
Expected Contribution
This Special Issue will contribute to:
• Advancing the theoretical dialogue between cognitive science, international business education, and digital transformation.
• Providing evidence-based pedagogical frameworks to enhance global learning outcomes.
• Highlighting ethical and sustainability implications of technological adaptation in international business teaching.
• Creating a global community of educators and researchers focused on the intersection of cognition, technology, and IB pedagogy.
Types of Contributions Invited
The issue welcomes diverse formats aligned with JTIB’s scope:
• Research Articles: Empirical studies (qualitative, quantitative, or mixed methods) that examine cognitive or pedagogical aspects of digital learning in IB contexts.
• Instructional Innovations: Documented teaching experiments or applied classroom interventions.
• Theoretical and Conceptual Papers: Integrative frameworks connecting cognition, digitalization, and international business education.
• Case Studies or Teaching Resources: Best practices illustrating successful cognitive adaptation or intercultural learning in IB curricula.
• Viewpoints and Commentaries: Reflections by educators or thought leaders on digital cognition and future pedagogies in international business education.
Potential Audience
This Special Issue will appeal to:
• Scholars and educators in international business, management education, and cognitive science.
• Curriculum designers, higher education leaders, and practitioners engaged in global learning innovation.
• Policymakers and institutions seekking to align IB education with digital and sustainability agendas.
Contact Information
For further inquiries regarding this Special Issue, please contact:
Ivanete Schneider Hahn – [email protected] / [email protected]
Miguel Cordova – [email protected]