Fostering Inclusive Teaching: Care-Centred Approaches in Business Schools of the Visegrad Countries

Purpose: This study aims to explore the experiences of business students in the Visegrad Group countries during the transition to online learning prompted by the COVID-19 pandemic, with a focus on the social aspects of their educational experiences. Design/methodology/approach: Utilizing qualitative research methods, semi-structured interviews were conducted with 40 students across four business schools in the Czech Republic, Hungary, Poland, and Slovakia. The interviews were analysed thematically to identify key insights regarding students' perceptions of online education and the importance of social interactions. Findings: The findings reveal that students significantly missed interpersonal relationships during online learning, highlighting a strong desire for peer connections and collaborative experiences. Despite some students appreciating the flexibility of online classes, they expressed regret over the lack of opportunities for social engagement, which they deemed crucial for their educational journey. Research limitations: The study is limited to four institutions within the Visegrad Group and focuses solely on student perspectives, which may not fully represent the broader educational landscape or faculty viewpoints. Research implications: The results underscore the necessity for business schools to prioritize relational pedagogy and foster community-building initiatives in online learning environments. This approach could enhance student satisfaction and engagement, ultimately leading to better educational outcomes. Originality/value: This research contributes to the emerging discourse on relational pedagogy in higher education, particularly within the context of post-pandemic online learning. It highlights the critical role of social interactions in business education and provides valuable insights for educators seeking to improve student experiences in a digital learning landscape.