Unveiling student perceptions: the role of computerised business simulations in fostering psychological empowerment among business students

<p>Psychological Empowerment (PE) is a multidimensional construct critical for understanding how individuals perceive themselves, interact with their environments, and take actions to influence outcomes. While traditionally conceptualised as encompassing intrapersonal, interactional, and behavioural dimensions, this study employs exploratory factor analysis (EFA) to evaluate and refine the theoretical framework for PE. The research aimed to address limitations in existing models, which often overlook the multidimensionality of empowerment, by developing a scale aligned with its three theoretical dimensions. Conducted in the context of the RETO 2024 global business simulation competition, this study surveyed 451 participants from diverse academic and cultural backgrounds, analysing their experiences and perceptions of empowerment. The findings reveal that the empirical data support a two-factor model of PE rather than the originally hypothesized three-factor structure. The intrapersonal and behavioural dimensions converge into a unified factor—Cognitive-Behavioural Empowerment—capturing the interplay between self-perceptions and actions such as decision-making, leadership, and teamwork. The interactional dimension remains distinct, reflecting analytical and contextual skills essential for navigating complex environments. This refinement enhances the theoretical clarity and practical applicability of PE, providing a robust framework for evaluating and fostering empowerment in educational and professional contexts.</p>