Volume 9 Number 2, 2024 Faculty of Social Sciences, Enugu State University of Science And Technology EDITOR-IN-CHIEF Prof. Nicholas Attamah MANAGING EDITOR Prof. Barnabas Nwankwo PUBLISHED BY ENUGU STATE UNIVERSITY OF SCIENCE & TECHNOLOGY JOURNAL OF SOCIAL SCIENCES & HUMANITIES 537 SYNERGISING NEW MEDIA POTENTIAL AND BUSINESS EDUCATION FOR ECONOMIC GROWTH IN NIGERIA Ito Fidelia Mamezi Department of Business Education, Ignatius Ajuru University of Education Rumuolumeni, Portharcourt, Rivers, Nigeria fidy4real@gmail.com Ivwighren, Hannah Emuobosa Department of Mass Communication, Federal Polytechnic, Orogun, Delta State, Nigeria ORCID: https://orcid.org/0009-0003-8016-6974 Correspondent- kaylaeguonor@gmail.com Abstract The integration process of the new media technologies to enhance teaching and learning of business is a revolutionary approach to producing business leaders. Therefore, study’s objective is to establish the effectiveness of the incorporation of new media to provide an engaging, exciting, and Versatile approach to business education. It is a mixed-method study combining survey and key information interview. The study targets 300 final year students of Ajuru University of Education, Port Harcourt, and interviews of key informants who are media technology specialists, entrepreneurs and educational administrators from Port Harcourt for insights of valuable information on the integration of new media with business education and how to maintain academic integrity in an online system are touched on, thus presenting a fair viewpoint of the efficacy of adopting it. Technological Diffusion Theory of how innovations spread in a society or an organization was used to explain the manner in which new media technologies were adopted and implemented in business environments. Mean output was added in the data summary of the survey and the inferential statistics that were employed utilizing Spearman Rank on Software app STATA 15. zero to attempt a hypothesis to discover interconnection among the variables. The findings confirm how new media when appropriately adopted and integrated into teaching and learning practices in business education has a big potential of delivering on its promise. It also recommends media organization should collaborate with universities, vocational training centers, and businesses to establish internship programs and collaborative projects focusing on new media applications in business. Keywords: Digital Platforms, Interactive Tools, New Media, Personalized Learning and Student Engagement Introduction Currently, the world is experiencing advancement in technologies, and new media is a significant and critical phenomenon that is revolutionizing various sectors such as the education sector (Horska et al. 2022). The use of new media technology offers an exciting proposition toward improving learning and teaching environment within business education and bracing economic development. In Nigeria, where challenges continue to plague education system like outdated curricular, lack of adequate infrastructural facilities, and poor quality of teaching resources, new media can go a long way in countering each of these challenges and to prepare students for the challenges of a dynamic global economy (Irabor & Onwudinjo,2022). New media refers to the use of technology to disseminate information through interactive simulations, multimedia forms of content delivery, social networks, and computerized means of collaborative work. These technologies equip students with flexible, rich, and adaptive learning environments that provide improved and lifelong learning outcomes. New media can therefore be described as the application of technology in conveying mailto:fidy4real@gmail.com mailto:kaylaeguonor@gmail.com 538 information through games like simulations, Multimedia forms of content delivery such as social networks, and computerized forms of mass collaboration. In this case, these technologies enable students to have flexible, rich, and adaptive learning environments that enhance better and lifetime learning achievements. New media therefore has abundant application in business education as a way of creating competent professions in business and entrepreneurship, simulated business solutions, and contexts, virtual businesses and networking (Aguaded et al. 2022). However, the application of new media in business education in Nigeria is relatively still limited and sporadic. Unfortunately, many educational institutions do not have suitable hardware and software support, as well as qualified staff to apply new media technologies (Jacob & Samuel 2020). Furthermore, there is digital inequality that actually amplifies social inequalities making many learners unable to access the tools and opportunities that new media presents to them. These challenges affect how business education programs can embrace the new media hence affecting the economic growth and development of the nation. Their resolution is crucial for the further development of the Nigerian economy. When aligned with the new media potential, changes the Nigeria business education landscape to produce skilled, flexible and capable workforce fit for the dynamic business environment (Abdullahi et al. 2020). This alignment does not only improve the quality of business education but also encourages the culture of innovation, increase productivity, as well as boosts economic growth. Hence, the endeavour to investigate if the practices in the use of new media in business education is not only an important theoretical question but also an essential prerequisite to the Nigerian economic growth and enhanced competitiveness on the international market. Objectives of the Study The main objective of this study is to investigate synergizing new media potential and business education for growth. Specifically, the objectives are to; 1. assess the perceived attributes of new media in business education 2. analyze the role of communication channels in promoting new media adoption and 3. evaluate the impact of new media on business engagement and outcomes. Literature Review New Media New media, which is a departure from the traditional approach of communication broadcasting, involves the use of information technologies and related launching which feature the user or personal communication (Wannheden et al. 2022; Peters et al. 2014). The mass media communication refers to the communication through printed publications, broadcast on radio, television, and films that has played an enormous role in influencing the public, culture, and norms of the society but has limited operations geographically (Zerdick et al. 2000). A new way of learning, working, and communication has emerged with social media such as Facebook, Twitter, Instagram, and LinkedIn influencing learning, work, and interaction (Liu et al. 2017; Ji, et al. 2022). It has also helped in streaming services such as YouTube, Netflix, and Spotify, that entertainment and media has become consumables. Mobile-first apps like WhatsApp, SnapChat, and TikTok have become the dominant trend in digital communication (Prashant & Shilpa 2022; Zheng, et al. 2021). Virtual Reality technology like that of Oculus Rift and the Augmented Reality, like that of the Pokémon GO allow the user to have different 539 perception by placing the objects in the real environment (Shafer, et al. 2019). It is used in game interfaces, for educational and training purposes. Google Drive, Microsoft Teams, Slack and the likes are the collaborative platforms that combine document sharing, communication and project management tools for enhancing work from home and cross-company collaboration (MacLennan, 2019). In a nut shell, the media is known to have the capabilities of changing various industries through offering more personal yet user- participatory methods of information disseminating (Nwanguma, 2015). Business Education for Economic Growth This study posits that business education is crucial to the development of any given economy since it equips candidate with the right knowledge and skills so as to engage in formal business ventures (Zafar, et al. 2017). They include management, finance, marketing, and venture creation. On this front, business education has the mandate of developing human resource, encouraging innovation and enhancing the population’s knowledge on the role of financial management in economic development (Nwosu, et al. 2023). Graduates are able to recognize factors conducive to the creation of new organizations and start the economic development process. The acknowledgement of financial management in the running of any business is important since, it enhances capability in making of good decisions while enhancing on the performance of the organization (Akinyede 2023). The knowledge stored in Business education assists in appraisal of, and call for, improved creative use of technology in strategically planning for reasonable, well helpful goods and services, and helpful process that cause upliftment of the efficiency and competitiveness of learning through innovativeness (Rahayu, et al. 2023). It affects different economic levels resulting to employment creation and economic balance. The acquisition of business education enables the growth of different segments of the economies enabling diversification as identified by Cropley (2015). In particular, higher education of the entrepreneurial population and business leaders accelerates the creation of new industries, as well as contributes to the diversification of the economy. To be specific, it is essential in the contemporary world economy that a nation has its populace informed on the international business environment. For effectiveness in the delivery of business education for economic redevelopment, there is the need to employ business managers as teachers, update with market-related alterations, and develop curriculum with skills content (Zafar & Ahmad, 2017). To enhance the learning environment and the tools, one must incorporate continuing education through executive education, professional development courses, and online learning. More so, efforts like funding for the people who want to start businesses, business mentorship, and subsequent business connection can complement business education to advance the business economy (Akinyede 2023). Attributes of New Media in Business Education As opined by Crittenden and Crittenden (2015), new media in business education enables a flexible and innovative learning environment, that positively affects students’ learning positive results and adequately prepares them for modern business world. As Jing pointed out in the 2023, it is a type of resource or application that depends on the technology and has features of being active, innovative, and elastic. Therefore, the level of complexity of the new media tools defines the use and application in business education where it is relatively easier to integrate in the existing curriculum. In contribution, Shang (2016) emphasized the importance of 540 trialability in implementation claiming that institutions should be able to try out plans, correct mistakes and build confidence among educators and learners. New media is preferred over conventional approaches due to its freedom of activities, making material more understandable and interesting (Irabor & Onwudinjo,2022). Information technologies offer fast responses and can be integrated into current educational practices without disrupting normal delivery. However, according to Lee (2016), the complexities of new media tools make their applicability in business education questionable. Therefore, adequate usability evaluation is necessary to encourage educators and students to use these technologies in learning (Horska, et al. 2022; Outhwaite et al. 2019). Trialability allows for testing before extending usage on a large scale, promoting sustainable incorporation of new media into curriculum delivery in business education institutions (Mack, et al. 2017). Role of Communication Channels in Promoting New Media Adoption The study by Ivwighren et al. (2023) identified new media potential in transforming business education, focusing on interactiveness, entertainment, and flexibility. Peters, et al. (2014) also highlights the importance of communication channels for successful integration, such as trainings, presentations, meetings, forums, lectures, articles, publications, mouth-to-mouth connections, social media, websites, examples, funders, media PR, and publicity (Adolwa, et al. 2018). Practice-oriented events such as workshops and training sessions, according to Ivanov (2021) provide attendees with specific scenarios and help acquire first-hand knowledge and operational skills. Professional development allows faculty members to upgrade information on available technology and teaching approaches (Figueiredo, et al. 2018; Lee 2016). Peer-reviewed articles and reports contribute ideas and data for the effectiveness of new media tools, supporting education decision-makers and educators in adopting new technologies (Zafar, et al. 2017). Word of mouth communication allows for the diffusion of new practices and sharing best practices, providing a peer source for new media adoption (Hajli, 2018). New media social networks are helpful for educators as they share materials, ideas, opinions, and coordination of projects (Rahayu, et al. 2023). As opined by Imke (2017), media is vital in promoting change and adopting new media, and institutional newsletters and websites can act as channels for disseminating information about new initiatives and training schedules. Press releases and media coverage can enhance an institution's image and attract potential adopters and partners (Happer & Philo 2013). Impact of New Media on Business Engagement and Outcomes According to Stoica et al. (2014), the incorporation of new media technologies has brought about a dramatic transformation in the way organisations and their audiences engage, leading to improvements in customer interactions, marketing tactics, and feedback systems. Traditional business methods and interpersonal communication have been revolutionised by platforms including blogs, social networks, and mobile applications. For example, social networking sites like Facebook, Twitter, and Instagram let companies interact with clients directly and respond to their questions and issues immediately (Abdullahi et al., 2020; fuophu-Biri & Ijeh 2021). By using data to customise marketing campaigns, this degree of personalisation raises the possibility of sales and improves client happiness. Digital marketing platforms, such Facebook 541 AdWords and Google AdWords, allow companies, particularly startups, to start profitable advertising campaigns with little capital outlay and generate significant traffic (Prashant & Shilpa, 2022; Garner & Kim, 2022). Additionally, real-time assessments give companies information about how successful their marketing plans are, enabling ongoing development and the pursuit of new market prospects (Zheng et al., 2021). Businesses can improve client interactions and promote business development by using specialised technologies to keep an eye on pertinent social media conversations (Tuominen et al., 2022). In addition to increasing income and sales, the use of new media in marketing also promotes innovative promotional techniques and improves brand awareness. By encouraging innovation and customer-centred activities, the further incorporation of new media into organisational practices has the potential to have a beneficial impact on the economy (Dai et al., 2020). Theoretical Framework The study explores the potential of new media in business education using Diffusion of Innovation Theory (DOI). This is a theory that explains how innovations spread within a society or organization (CFI Team 2022). Innovation is the first determinant factor that affects the diffusion process while the communication channel, time factor, and social system are other factors. Founded by American sociologist and communication theorist E. M. Rogers in 1962, categorizes adopters into five groups: The new adopter categories are the innovators, the early adopters, the early majority, the late majority and the laggards (Imke 2017). Innovation characteristics include; relative advantage, compatibility, complexity, trial ability, and observability. These include the official platforms such as the workshops, training, academic meetings or conferences or even writing articles, and that of people-to-people discussion or social media. The adoption timeline involves studying the stages of adoption within educational institutions and identifying factors that accelerate or hinder the process (Talukde, 2012; Lamorte, 2019). Regarding the study, diffusion of innovation theory applicability is based on the fact that relative to new media attributes concerning the business education sector, perceived attributes can be evaluated, communication channels for promoting new media adoption can be analyzed, and potential factors affecting different adopter categories’ adoption rates can be explored. Perceptions and experiences of new media tools with educators and students will be obtained through questionnaires and interviews. Some of the new media initiatives that will be used to evaluate the success of adopting them and the communication tactics that will be used will include analyzing case studies of some of the successful new media implementations. Applying the theory in context with new media to the business education offers a deeper understanding of the flow and the factors that affect the processes of innovations diffusion and the guidelines on how to implement such technologies in learning environment. Research Hypothesis H1: The perceived attributes of new media, such as interactivity, accessibility, and personalization, significantly enhance the effectiveness of business education 542 H2: Effective use of communication channels, such as social media, email marketing, and webinars, significantly promotes the adoption of new media in business practices compared to less targeted communication strategies. Research Method The study used descriptive design to understand the theme of new media adoption and its impact on business engagement. We incorporated quantitative data from surveys, using a questionnaire, and qualitative insights from interviews to enhance the validity and reliability of the findings. The study targeted 300 final year students from Ignatius Ajuru University of Education, Port Harcourt, who were purposively selected from the Business Education department due to their exposure to new media content and usage. This approach, allow the researchers to purposively select the sampled respondents based on the researcher’s knowledge of the population as well as the respondents’ knowledge of the subject matter. Since the population is a manageable size, sample size was not drawn but to distribute the questionnaire, a combination of sampling techniques is employed to capture a comprehensive and representative sample. Purposive sampling, also known as judgmental or selective sampling, was applied for participants based on specific characteristics or criteria relevant to the research objectives in this case, business education students. Likewise, the fact that the researchers do not know the students individually, Snowball sampling was adopted so participants recruit future participants from among their acquaintances till required population was covered. The survey was administered manually, with clear instructions and informed consent. Content and face validity helped guarantee the questionnaire measured the required variables for construct, clarity, relevance, and coverage of all study objective. To test for the reliability of the instrument and establish the degree of consistency with which the instrument measures the objectives of the study, the researchers adopted the Cronbach Alpha method and the benchmark of 0.7 was met in agreement with Kılıç (2016), that it indicates accurate and dependable measures for more research. Linkert scaling method was followed in the structured questionnaire based on a five-point scale from the highest to the lowest representing; Strongly Agree (5) Agree (4) Undecided (3) Disagree (2) Strongly Disagree (1). Key informant interviews (KII) were conducted with stakeholders who are educational administrator, media technology specialist and entrepreneurs. The decision was based on the mean output of 3 and inferential statistics using Spearman Rank on Software app STATA 15.0 was used to analyze the data. Table 1: Questionnaire distribution S/N Description F % 1 Copies Retrieved and Found Usable 287 96 2 Copies Not Retrieved and Those Found Not Usable 13 4 Total 300 100 Table 4.1 shows that three hundred copies of the structured questionnaire were administered, of which 287 were properly filled and retrieved making 13 out of the questionnaire representing 4% were not retrieved or found usable. This represents a questionnaire return rate of 96% which is considered significantly accurate for the study. 543 Data Presentation Demographic Data Table 2: Respondent Gender, Age and Postgraduate Programme GENDER Male Female 131(46%) 153 (54%) AGE 15-18 19-22 23-26 29-32 33+ 48 (17%) 97(34%) 83 (29%) 45 (15%) 14 (5%) Connection to New Media Very High High Moderate Low Very Low 97 (34%) 79(28%) 61 (21%) 33 (11%) 17(6%) Table 2 above depicts that the study's participants are primarily aged 19-22 and 23-26, representing 63% of the sample. These groups are highly engaged with new media technologies, potentially influencing their perceptions and interactions. However, the smaller representation of participants aged 15-18 and 27-32, and the least representation of those 33 and older, suggest potential generational differences in new media usage and attitudes. The gender distribution is slightly higher, with a slightly higher representation of females (54% compared to 46%), suggesting a nearly balanced view of perspectives. This may provide additional insights into how females perceive and interact with new media in business education. The study's findings may help understand the nuances of new media usage and attitudes among different age groups. Thematic Data Table 3: Perceived attributes of new media in business education 544 Table 3 above was to assess the perceived attributes of new media in business education using survey data. Five key aspects were measured: new media tools, accessibility, personalization, engagement, and effectiveness in learning complex concepts. The results showed that new media tools enhance the learning experience, making it more dynamic and appealing compared to traditional methods. Accessibility of new media resources was a significant factor, with a mean score of 4.10, indicating a strong consensus. Personalization was also a significant factor, with a mean score of 3.82, indicating the potential for personalized learning. Engagement was a key factor, with a mean score of 3.97, indicating the effectiveness of new media in keeping students engaged. Table 4: Role of Communication Channels in Promoting New Media Adoption S/ N QUESTIONNAIR E ITEMS NO 5 4 3 2 1 TOTAL MEAN DECISION 1 New media tools (e.g., social media, interactive e-books) enhance my learning experience in business education. 287 107 72 97 8 3 1133 3.95 Accepted 2 New media resources are easily accessible for business or education needs. 287 129 87 49 14 8 1176 4.10 Accepted 3 New media allows for personalized learning experiences in business. 287 84 92 99 4 8 1096 3.82 Accepted 4 The use of new media in business education keeps me more engaged than other methods. 287 122 65 79 12 9 1140 3.97 Accepted 5 I find new media to be an effective tool for learning complex business concepts. 287 71 42 127 31 16 982 3.42 Accepted 545 Table 4 provides data to analyze the role of communication channels in promoting new media adoption. The first item measured the effectiveness of social media platforms in promoting the adoption of new media. With the highest mean score of 4.19, the data reveals that social media platforms, such as Facebook, LinkedIn, and Twitter, play a significant role in promoting new media adoption in business education. Likewise, 4.20 mean score is an indication that respondent generally agree that email marketing campaigns are perceived as effective. Webinars and online workshops are considered useful for educating users about new media technologies considering the mean output of 3.40 but there is room for improvement. With the output of 3.30, Peer recommendations and reviews are also obviously influential, but their visibility and credibility could be enhanced. Lastly, 3.80 mean output depicts that informative blogs and articles are considered effective for educating users about new media technologies. Table 5: Impact of New Media on Business Engagement and Outcomes S/N QUESTIONNAIRE ITEMS NO 5 4 3 2 1 TOTAL MEAN DECISION 6 Social media platforms effectively disseminate information about new media tools. 287 132 97 45 7 6 1203 4.19 Accepted 7 Recommendations from peers influence my decision to adopt new media tools. 287 128 72 58 21 8 1152 4.01 Accepted 8 Webinars and online tutorials are effective in promoting the adoption of new media in business education. 287 71 52 103 44 17 977 3.40 Accepted 9 Email marketing campaigns provide useful information that encourages me to try new media tools. 287 21 84 139 38 5 939 3.30 Accepted 10 Communication from my educational institution promotes the adoption of new media effectively. 287 94 76 88 22 7 1089 3.80 Accepted 546 Table 5 survey data reveals that new media platforms significantly enhance customer engagement, leading to increased satisfaction and loyalty. The majority of respondents with the mean of 4.36, 3.9 and 3.99 agree that digital marketing strategies, such as targeted ads, social media campaigns, and influencer partnerships, contribute to higher sales growth. Businesses utilizing new media perform better in the market compared to those that do not. The mean score of 3.60 suggests that new media enhances customer satisfaction through better customer service and support. However, the high number of neutral responses suggests that some respondents may not fully experience the benefits. The mean score of 3.40 suggests that new media engagement increases brand loyalty. The data highlights the importance of new media in enhancing business engagement and outcomes. Testing of hypothesis H1: The perceived attributes of new media, such as interactivity, accessibility, and personalization, does not significantly enhance the effectiveness of business education. Table 6: spearman etdmr cfdmr, star (0.05) From the table 6 above, Hypothesis 1 (H1) posits that the perceived attributes of new media, including interactivity, accessibility, and personalization, significantly enhance the effectiveness of business education. To test this hypothesis, a Spearman's rho correlation analysis was used. Spearman's rho of 0.0231 indicates a very weak and negative link between the perceived characteristics of new media and the efficacy of business education. The p-value is the probability that the observed link happened by coincidence. A p-value larger than 0.05 often indicates that the findings are not statistically S/N QUESTIONNAIRE ITEMS NO 5 4 3 2 1 TOTAL MEAN DECISION 11 New media platforms (e.g., social media, websites) significantly enhance customer engagement for businesses 287 118 101 76 9 3 1253 4.36 Accepted 12 The use of new media marketing strategies leads to higher sales growth 287 97 81 102 5 2 1127 3.92 Accepted 13 Businesses that use new media experience better market performance than those that do not. 287 67 47 123 94 66 1146 3.99 Accepted 14 New media enhances customer satisfaction by providing better customer service and support. 287 59 73 141 12 2 1036 3.60 Accepted 15 Engagement through new media channels increases brand loyalty among customers. 287 23 81 167 11 5f 967 3.40 Accepted Number of obs 287 Spearman's rho 0.0231 Number of obs 287 Spearman's rho 0.0231 Prob > |t| 0.0657 547 significant. Here, the p-value of 0.6965 is much more than 0.05, suggesting that the association is not statistically significant. Invariably, the analysis of Hypothesis 1, using the given data, does not support the notion that the perceived attributes of new media significantly enhance the effectiveness of business education. The weak and negative correlation, coupled with a high p-value, indicates no statistically significant relationship therefore, the hypothesis is rejected. H2: Effective use of communication channels, such as social media, email marketing, and webinars, significantly promotes the adoption of new media in business practices compared to less targeted communication strategies. Table 7: spearman etdmr cfdmr, star (0.05) On table 7 is data to test hypotheses 2. It is shows that 287 respondents were observed with a Spearman's rho value of 0.0051. This suggests a very weak positive association between successful communication channels (e.g., social media, email marketing, and webinars) and the incorporation of new media into corporate processes. This suggests that there is a minor correlation between improved communication channel utilization and higher acceptance of new media, however the association is not substantial. The p-value of 0.0042 suggests that the observed association is statistically significant. Despite the low connection, the association between successful communication channels and the incorporation of new media into corporate processes seems unlikely to be attributable to coincidence. This lends credence to the concept that good communication channels help to promote the adoption of new media technologies. Key Informant Interviews (KII) Thematically, response was gathered from three key information stakeholders on the subject matter for their insight. The informants are randomly picked educational administrators media technology specialists, and entrepreneurs at Ignatius Ajuru University of Education, Port Harcourt. Perceived Attributes of New Media in Business Education New media tools, such interactive e-books and virtual simulations, improve learning outcomes by increasing the accessibility and interest of materials. The KII personnels pointedly agreed that these tools have improved student performance and engagement, but they also come with obstacles, such ensuring students and teachers have regular access to technology and training. They are more successful than conventional approaches, but they have also had a good influence on entrepreneurs' learning and understanding of business principles. Role of Communication Channels in Promoting New Media Adoption Effective communication channels, like as social media and email marketing, have been discovered by educational administrators, media technology specialists, and entrepreneurs to encourage faculty and student use of new media. But sustaining interest and focusing on the appropriate audience present issues. Webinars are a great way to show off the benefits of new Number of obs 287 Spearman's rho 0.0051 Prob > |t| 0.0042 548 media tools, but creating interesting material and getting in front of a large audience may be difficult. Entrepreneurs have to sift through a tone of communication to find the information they need. Impact of New Media on Business Engagement and Outcomes It has been demonstrated that new media enhances corporate performance, educational outcomes, and student engagement. Through interactive interactions, it improves learning and raises student engagement and performance. However, it needs ongoing maintenance in the form of updates and assistance. Experts in media technology have discovered that while new media platforms improve corporate interaction, long-term effects are still difficult to predict. Although sales growth and consumer involvement have grown, entrepreneurs still need to measure performance. It's still difficult to keep up with trends and technology. Discussion This survey was designed to enable the researchers to achieve the set objectives and to test the hypothesis. The information from the demographic data shows the majority of the respondents of about 34% admitting to be regularly connected to new media affirms the study of Peters, et al. (2014), Ivwighren, et al. (2023) and falls in line with CFI Team (2022) to explain how through, innovations spread within a society or organization. The result from the survey shows that new media with business education presents a significant opportunity for economic growth in Delta State, Nigeria in agreement with Jing (2023) and Shang (2016) that it does not only enables resources and applications that are proactive, creative, and malleable but also allows institutions to adapt their plans, fix flaws, and develop confidence among educators and learners. On the perception on new medial, it was established that, social media and interactive e-books enhance learning experience in business education. It was further found out that it creates easy accessibility for business or education needs. These findings align with the studies (Irabor & Onwudinjo (2022) and Horska, et al. (2022) that it has a comparative advantage over conventional approaches, as it allows for a wider range of activities, provide immediate feedback without interfering with the standard approach to teaching for individual educational activities that require gradual improvements. From the survey, it was affirmed that by leveraging the capabilities of new media, businesses can enhance their communication strategies, reach broader audiences, and foster innovation through social media platforms for effective dissemination of information about latest trends. This corroborates the studies of Ivanov (2021) Figueiredo, et al. (2018) and Lee (2016) that it helps the faculty to constantly revise its knowledge on the available technology and teaching methodologies. The survey findings revealed that Communication from educational institution promotes the adoption of new media effectively and campaigns provide useful information that encourages adoption of new technologies. This affirms and aligns with Lamorte (2019) on the diffusion of innovation theory that new media adoption can be analyzed, and potential factors affecting different adopter categories’ adoption rates can be explored. The impact of new media on business engagement was made revealed from the survey that it significantly enhances customer engagement for businesses and brings about helpful strategies that leads to higher sales growth. This finding agrees with Abdullahi et al. (2020); Prashant and Shilpa (2022); Garner and Kim (2022) when they suggest that it makes it easier for industries to market products to specific individuals based on consumer data, resulting in high levels of satisfaction. It also enhances marketing efficiency by offering digital platforms like Google Ads and Facebook 549 Ads, allowing businesses to target specific niches with high conversion rates customers for further enhancements and growth of new business opportunities in corroboration with Zheng, et al. (2021). The findings from the tested hypothesis were bidirectional yet a significant indication of the potential of new media with business education. The result of the first hypothesis tested shows no statistically significant relationship to support the notion that the perceived attributes of new media significantly enhance the effectiveness of business education thereby rejecting the hypothesis. This finding is a contradiction to the studies of Onwudinjo (2022) and Horska, et al. (2022) who spotlighted its comparative advantage over traditional methods since it permits a greater variety of activities and offers quick feedback without interfering with the traditional method of instruction for specific educational tasks that call for incremental progress. The second hypotheses were accepted since it supports that effective communication channels play a role in promoting new media adoption. This result tallies with the studies of Ivanov (2021) Figueiredo, et al. (2018) and Lee (2016) and supports the views of Ivwighren, et al. (2023), fuophu-Biri and Ijeh (2021) and Peters, et al. (2014) on how it enhances getting information and revolutionize business education in terms of interactiveness, entertainment, and flexibility. It also goes to affirm Imke (2017) on the diffusion of innovation theory applicability is predicated on the ability to assess perceived attributes in relation to new media attributes in the context of the business education sector, analyse communication channels that facilitate the adoption of new media, and investigate potential factors that may influence the adoption rates of various adopter categories. Conclusion Synergizing new media with business education training equips individuals with the necessary skills to navigate the digital landscape, promoting entrepreneurship and enhancing employability. This synergy not only addresses the challenges of unemployment and underemployment but also encourages the development of a more informed and engaged citizenry. As Nigeria continues to evolve in the global economy, harnessing the power of new media alongside robust business education will be crucial in driving sustainable economic growth and fostering a competitive workforce. Ultimately, this approach can contribute to a more dynamic and resilient economy, capable of meeting the diverse needs of its population. Beyond economic benefits, this synergy promotes the development of informed and engaged citizens. As individuals learn to navigate new media, they become more aware of social, political, and economic issues affecting their communities. This awareness encourages civic participation and advocacy, leading to a more active and informed populace. Recommendation It is therefore recommended that; 1. 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