Business Management Conference Presents Research Findings from the Erasmus+ INTELLIGENT Project
From 26 to 28 May 2026, the findings of a study conducted within the Erasmus+ INTELLIGENT project were presented at the 19th Annual Scientific Baltic Business Management Conference 2026. The study, entitled “Pedagogy Before Technology: Explaining Generation Z and Alpha Students’ Fulfilment of Expectations in Entrepreneurship Education,” explored how teaching approaches and technology influence the learning experiences of younger generations.
The aim of the study was to examine how different teaching methods and technology-based pedagogical tools are associated with the fulfilment of Generation Z and Alpha students’ expectations in entrepreneurship and business education. The research was based on survey data from 3,026 students across several European countries. Hierarchical regression analysis was used to compare the role of teaching methods and digital tools in shaping students’ learning experiences.
Key insight: Pedagogy matters more than technology
The findings show that positive learning experiences among Generation Z and Alpha students are influenced primarily not by the amount of technology used in the learning process, but by the quality and relevance of teaching methods.
Particularly important factors include connecting study content with real-world business practices, integrating theory with practice, providing students with appropriate support and guidance, and creating an open and psychologically safe learning environment.
This means that technology alone does not guarantee a better learning experience. Its value lies in purposeful integration into the learning process, where it supports clearly defined pedagogical objectives.
Artificial intelligence and digital tools – only with a clear pedagogical purpose
The study also examined a range of technology-based learning tools. The results showed positive associations between students’ fulfilment of expectations and the use of video platforms, artificial intelligence tools, augmented reality, and learning and collaboration platforms. In contrast, several other technological solutions, including virtual reality, did not demonstrate a statistically significant effect.
These findings highlight the importance of using technology thoughtfully in higher education – not simply because a particular tool is new or popular, but because it provides clear added value to the learning process.
The study therefore recommends that educators prioritise experiential and practice-oriented teaching, collaboration, interaction, and feedback, while integrating technology selectively and purposefully.
From research findings to modern entrepreneurship education
The study makes an important contribution to achieving the objectives of the Erasmus+ INTELLIGENT project. Its findings demonstrate that Generation Z and Alpha students need learning experiences that are meaningful, interactive, and connected to real-life contexts.
