RETHINKING PEDAGOGY OF COMMERCE IN B.Ed. EDUCATION: INTEGRATING EXPERIENTIAL LEARNING, DIGITAL TECHNOLOGIES, AND COMPETENCY-BASED TEACHING FOR THE 21ST CENTURY

Commerce education plays a significant role in developing financial literacy, entrepreneurial thinking, economic awareness, and decision-making competencies among learners. The effectiveness of commerce education, however, depends not only on the subject content but also on the pedagogical competencies of teachers. In this context, the pedagogy of commerce in Bachelor of Education (B.Ed.) programmes requires renewed attention to experiential learning, digital integration, competency-based instruction, inclusive classroom practices, and reflective teaching. The National Education Policy (NEP) 2020 emphasizes conceptual understanding, experiential learning, critical thinking, and competency-based assessment, providing an important policy foundation for transforming commerce pedagogy.¹ This paper adopts a conceptual and analytical approach to examine the principles, challenges, and emerging practices associated with teaching commerce in teacher education. It explores the integration of case-based learning, project work, simulations, collaborative learning, digital resources, and formative assessment into commerce classrooms. The paper also proposes a pedagogical framework connecting subject knowledge, practical application, technological competence, reflective practice, and professional ethics. It argues that B.Ed. programmes should prepare prospective commerce teachers to connect theoretical concepts with real-life economic situations while promoting financial responsibility, entrepreneurship, sustainability, and inclusive learning. The proposed framework offers practical directions for teacher educators, curriculum planners, and institutions seeking to strengthen the quality and relevance of commerce education.