Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 111 Research Article Exploring the Use of Technology and Online Resources in Commerce and Management Education: A Study of NEP Curriculum Implementation in Karnataka Venkatesha Nayak1 & Kavya P Hegde2 1Assistant Professor, Department of PG Studies in Commerce, University Evening College, Mangalore Email: nayakvn16@gmail.com 2Assistant Professor, Department of Commerce and International Business, Central University of Kerala Abstract The National Education Policy (NEP) in India emphasizes the importance of integrating technology and online resources in education to enhance the quality of teaching and learning outcomes. This study aims to explore the extent to which faculty in Commerce and Management departments in Karnataka are incorporating technology and online resources in their teaching methods as per the NEP guidelines. The study also aims to identify the barriers and challenges faced by the faculty in the adoption of technology and online resources for NEP curriculum implementation, examine the perceptions and attitudes of faculty towards the use of technology and online resources, and suggest strategies and best practices for effective integration of technology and online resources in Commerce and Management education in Karnataka. The study will employ a mixed-methods approach, including a survey questionnaire and interviews with faculty members. The findings of the study are expected to contribute to the effective implementation of NEP guidelines in Commerce and Management education and provide insights into best practices for the integration of technology and online resources. Keywords: Technology, Online resources, Commerce education, Management education, National Education Policy (NEP), Curriculum implementation Introduction The National Education Policy (NEP) 2020, introduced by the Government of India, aims to revolutionize the education system in the country by making it more flexible, inclusive, and technology- driven. The NEP has emphasized the importance of incorporating technology and online resources in education to enhance the quality of teaching and learning. In particular, the NEP encourages the use of technology and online resources for Commerce and Management education, which is vital for the growth of the economy. Karnataka, a southern state of India, is a hub of Commerce and Management education with numerous colleges and universities offering various courses. With the introduction of NEP, it becomes imperative for the Commerce and Management faculties in Karnataka to integrate technology and online resources in their teaching methods as per the guidelines of NEP. This study aims to assess the extent of the use of technology and online resources for NEP curriculum implementation by the Commerce and Management faculties in Karnataka. Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 112 The integration of technology and online resources in education has been shown to have a positive impact on student learning outcomes (Al-Busaidi, 2019). Studies have demonstrated that technology-based teaching methods such as online quizzes, video lectures, and virtual simulations can enhance students’ understanding and engagement in learning (Chen et al., 2020; Almahasees Z et al., 2021; Almusaed, A, et al, 2023). However, the adoption of technology in education is not without challenges. A study by Al-Busaidi (2019) identified the lack of technical support, inadequate training for teachers, and the digital divide as significant challenges in implementing technology in education. Therefore, it is essential to assess the challenges faced by the Commerce and Management faculties in Karnataka in the adoption of technology and online resources for NEP curriculum implementation. Moreover, the perceptions and attitudes of faculty and students towards the use of technology and online resources are crucial for the successful implementation of NEP in Commerce and Management education. The study by Almahasees Z et al, (2021) found that students had positive perceptions of technology- based teaching methods, while faculty members had mixed perceptions. Therefore, it is essential to examine the perceptions and attitudes of both faculty and students towards the use of technology and online resources in Commerce and Management education in Karnataka. This study aims to explore the use of technology and online resources for NEP curriculum implementation by the Commerce and Management faculties in Karnataka. The study will assess the challenges faced by faculty in the adoption of technology, evaluate the effectiveness of technology-based teaching methods, and examine the perceptions and attitudes of both faculty and students towards the use of technology in education. Based on the findings, the study will suggest strategies and best practices for the effective integration of technology and online resources in Commerce and Management education in Karnataka. Literature review Technology and online resources have become essential tools for effective and efficient teaching and learning in today’s digital age. The National Education Policy (NEP) of India emphasizes the integration of technology in education for improving the quality of learning outcomes. This policy encourages the use of technology and online resources for teaching and learning to create a more interactive and engaging learning environment for students. Several studies have explored the use of technology and online resources in higher education and have shown positive outcomes for student learning. For instance, a study by Ramesh and Rani (2017) found that the use of multimedia and online resources significantly improved the academic performance of students in a management course. Similarly, a study by Sahai and Thakkar (2018) showed that the use of technology-enhanced teaching methods improved students’ engagement, motivation, and critical thinking skills in a commerce course. However, despite the numerous benefits of using technology and online resources in education, several challenges hinder their effective implementation. A study by Agarwal and Purohit (2019) identified factors such as lack of infrastructure, inadequate training, and resistance to change among faculty as significant barriers to the adoption of technology in education. Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 113 To address these challenges, several strategies and best practices have been recommended for the effective integration of technology and online resources in higher education. For example, a study by Yildirim and Ozmaden (2017) suggested that faculty should be provided with adequate training and support for incorporating technology in their teaching methods. Another study by Kaur and Singh (2018) recommended the use of a blended learning approach, which combines face-to-face instruction with online learning to provide a more personalized and engaging learning experience for students. Moreover, research by Al-Amin et al. (2021) underscores the importance of assessing preparedness and participation when transitioning to online classes, emphasizing the need to consider the perspectives of both students and faculty. Yureva et al. (2020) offer insights into how faculty perceptions may influence technology integration efforts, highlighting the significance of understanding the attitudes of teachers toward digital transformation in higher education. In the context of unexpected challenges, such as the COVID-19 pandemic, Zhu (2022) emphasizes the importance of adaptable teaching models supported by digital technology in higher education. The study conducted by Danchikov et al. (2021) provides a further understanding of the possibilities and limitations of online learning, aligning with the concept of integrating online resources into education. Cohen et al. (2022) offer a broader perspective on student attitudes toward technology through an international comparison of students’ technology use and perceptions, which can be valuable when assessing the effectiveness of technology integration in different contexts. Pandit and Agrawal’s exploration of challenges in online education during COVID-19 (2022) underscores the significance of technology integration during crisis situations, acknowledging its role in ensuring continuity in education. Lastly, the conceptual framework for secure online exams presented by Ngqondi et al. (2021) contributes to discussions on technology’s role in evaluations and assessments, a crucial aspect of technology integration in education. In summary, while the integration of technology and online resources in Commerce and Management education has shown significant potential for improving student learning outcomes, several challenges need to be addressed for their effective implementation. The literature suggests that strategies such as providing adequate training and support, adopting a blended learning approach, and addressing institutional policies and regulations can help overcome these challenges and promote the effective integration of technology in higher education. The findings from the mentioned studies will be instrumental in informing and contextualizing this research endeavor. Research Gap There is a lack of research on the extent to which faculty in Commerce and Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 114 Management departments in Karnataka are incorporating technology and online resources in their teaching methods, as well as their perceptions and attitudes towards the use of technology for NEP curriculum implementation. While previous studies have explored the benefits and challenges of technology integration in higher education, there is a need for more context-specific research in Karnataka to identify the barriers and challenges faced by faculty in the adoption of technology and online resources for NEP curriculum implementation, and to suggest strategies for their effective integration. Therefore, this study aims to fill this research gap and contribute to the literature on technology integration in Commerce and Management education in Karnataka. Research Questions What is the current level of technology and online resource integration in Commerce and Management education in Karnataka? What are the barriers and challenges faced by the faculty in the adoption of technology and online resources for NEP curriculum implementation? What are the perceptions and attitudes of faculty towards the use of technology and online resources for NEP curriculum implementation? What are the strategies and best practices that can be suggested for the effective integration of technology and online resources in Commerce and Management education in Karnataka, based on the findings of the study? Objectives of the study To assess the extent to which the faculty in Commerce and Management departments in Karnataka are incorporating technology and online resources in their teaching methods as per the guidelines of the National Education Policy (NEP). To identify the barriers and challenges faced by the faculty in the adoption of technology and online resources for NEP curriculum implementation. To examine the perceptions and attitudes of faculty towards the use of technology and online resources for NEP curriculum implementation. To suggest strategies and best practices for the effective integration of technology and online resources in Commerce and Management education in Karnataka based on the findings of the study. Methodology This study employs a mixed-methods research design that includes both quantitative and qualitative data collection and analysis techniques. The study was conducted among faculty members of Commerce and Management departments in Karnataka. Research design: The research design for this study, a concurrent mixed-meth- ods approach, combines both quantita- tive and qualitative data collection and analysis methods to offer a comprehen- sive examination of technology integra- tion in Commerce and Management ed- ucation in Karnataka. Sample size The formula for calculating the sample Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 115 size for a study with a single population proportion is: n = (z^2 * p * q) / E^2 Where: n = required sample size z = z-score for the desired level of confidence p = estimated proportion of the population with the characteristic of interest, q = 1 – p, E = desired margin of error Assuming a conservative estimated proportion of 0.5 (i.e., p = q) and a desired margin of error of 0.05, and a confidence level to 90% (i.e., z = 1.645), the sample size can be calculated as: n = (1.645^2 * 0.5 * 0.5) / 0.05^2 / (1 + ((1.645^2 * 0.5 * 0.5) / 0.05^2 * infinity)) n = 267.8 Therefore, a sample size is 285 participants to achieve the desired level of precision and confidence in this study. Sampling Technique The sampling technique employed for this study is stratified random sampling. Stratified sampling was chosen because it allows for the division of the population of faculty members in the Commerce and Management departments in Karnataka into distinct strata based on specific characteristics, such as years of teaching experience and academic rank. Reliability and Validity of the Questionnaire Pre-Testing: Before administering the questionnaire to the larger sample, a pre-test was conducted with a small sample of faculty members. This pre- test aimed to identify any ambiguous or unclear items in the questionnaire and assess the overall comprehensibility and relevance of the questions. Expert Review: The questionnaire was reviewed by experts in the field of Commerce and Management education to ensure that the questions aligned with the research objectives and were appropriately framed. Data Collection The study used a self-administered online questionnaire to collect quantitative data from the faculty members. The questionnaire was designed to collect data on the extent of technology and online resource integration, barriers and challenges faced, and attitudes towards the use of technology and online resources for NEP curriculum implementation. The questionnaire was pre-tested with a small sample of faculty members before being administered to the larger sample. Data Analysis: The quantitative data collected through the questionnaire was analyzed using descriptive statistics such as mean, standard deviation, and frequency distribution. Ethical Considerations: Informed consent was obtained from all participants before they participated in the study. The study will ensure the confidentiality and anonymity of the participants Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 116 Data Analysis Table-1: Demographic Profile of Respondents Particulars Responses Percentage Age Under 25 15 5.26 25-34 101 35.44 35-44 111 38.95 45-54 44 15.44 55 or older 14 4.91 Total 285 100 Gender Female 121 42.46 Male 164 57.54 Total 285 100 Highest degree Master's degree 235 82.5 Doctoral degree 50 17.5 Total 285 100 Teaching experience 0-2 years 22 7.72 3-5 years 29 10.18 6-10 years 139 48.77 11-15 years 65 22.81 16 or more years 30 10.52 Total 285 100 Institution Govt College 108 37.89 Private College 21 7.37 Public University 112 39.3 Private University 44 15.44 Total 285 100 Specilzation Accounting 53 18.60 Finance 128 44.91 Human Resources 43 15.09 marketing 39 13.68 taxation 22 7.72 Total 285 100 Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 117 Particulars Responses Percentage Designation lecturer 132 46.316 Assistant professor 100 35.088 Associate Professor 35 12.281 Professor 18 6.316 Total 285 100 Students strength Less than 20 students 15 5.26 20-40 students 74 5.26 41-60 students 94 5.26 61-80 students 72 5.26 More than 80 students 30 5.26 Total 285 100 The majority of respondents in the study of NEP curriculum implementation in Karnataka were between the ages of 25 and 44 years old, comprising 74.39 per cent of the total sample. The largest age group was 35-44 years old, at 38.95 per cent, while the smallest age group was 55 or older, at 4.91 per cent. Gender-wise, the majority of respondents were male, at 57.54 per cent. Female respondents comprised 42.46 per cent of the total sample. The majority of respondents held a Master’s degree, at 82.5 per cent, while respondents with a Doctoral degree made up 17.5 per cent of the sample. In terms of teaching experience, the largest group of respondents had 6-10 years of experience, at 48.77 per cent. The smallest group had 0-2 years of experience, at 7.72 per cent. Regarding institution, the majority of respondents were from public universities, at 39.3 per cent. Respondents from government colleges made up 37.89 per cent of the sample, while those from private universities comprised 15.44 per cent. The smallest group was from private colleges, at 7.37 per cent. Finance was the most common specialization, with 44.91 per cent of respondents indicating this as their area of expertise. Accounting and human resources were the next most common specializations, at 18.60 per cent and 15.09 per cent, respectively. Taxation was the least common specialization, at 7.72 per cent. The largest group of respondents were lecturers, at 46.316 per cent, while the smallest group were professors, at 6.316 per cent. In terms of student strength, the largest group of respondents had 41-60 students in their classes, at 33.33 per cent. The smallest group had less than 20 students, at 5.26 per cent. Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 118 Table-2: Technology Integration and Its Impact on Commerce and Management Education Table 2 Use of Technology in teaching Never 07 2.46 Rarely 42 14.74 Sometimes 99 34.74 Often 86 30.18 Always 51 17.89 Total 285 100 Types of technology or online resources used in teaching methods Interactive whiteboards or projectors 100 35.09 Learning management systems (e.g. Moodle, Blackboard) 90 31.58 Multimedia content (e.g. videos, audio recordings) 80 28.07 Online assessments or quizzes 08 2.81 Online discussion forums or chat rooms 07 2.46 Total 285 100 Incorporation of technology or online resources into lesson plans As primary means of delivering course content 44 15.44 As supplemental materials for in-person lectures 174 61.05 As tools for collaborative or group work 43 15.09 As tools for formative or summative assessment 24 8.42 Total 285 100 Familiarity with the guidelines of NEP regarding the use of technology and online resources in education Not very familiar 72 25.26 Somewhat familiar 98 34.39 Yes, very familiar 115 40.35 Total 285 100 Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 119 Extent in use of technology or online resources enhances student learning in Commerce and Management education Not at all 07 2.46 To a small extent 73 25.61 To a moderate extent 52 18.25 To a large extent 139 48.77 To a very large extent 14 4.91 Total 285 100 Refer table 2, Based on the data, it can be inferred that the majority of the respondents (89.26 per cent) use technology or online resources in their teaching methods, with 30.18 per cent using it often and 35.09 per cent using interactive whiteboards or projectors. Learning management systems and multimedia content were also commonly used. However, the use of online assessments or quizzes and online discussion forums or chat rooms were less frequent. Incorporation of technology or online resources into lesson plans was mostly used as supplemental materials for in-person lectures (61.05 per cent). It was also used as the primary means of delivering course content (15.44 per cent) and as tools for collaborative or group work (15.09 per cent). Only a small percentage of respondents used technology or online resources as tools for formative or summative assessment. Most of the respondents were at least somewhat familiar with the guidelines of NEP regarding the use of technology and online resources in education (74.74 per cent). Among them, 40.35 per cent were very familiar. Regarding the extent to which the use of technology or online resources enhances student learning in Commerce and Management education, the majority of respondents (53.68 per cent) believed that it enhances learning to a large or very large extent. Only a small percentage (2.46 per cent) believed that it does not enhance learning at all. Table-3: Impact and Effectiveness of Technology in Commerce and Management Education Table 3 Use of technology or online resources enhances student engagement in learning Yes, significantly 131 45.96 Yes, to some extent 154 54.04 No, not significantly 00 00 I am not sure 00 00 total 285 100 Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 120 Use of technology or online resources impact student achievement in Commerce and Management education Significant improvement in student achievement 165 57.89 Some improvement in student achievement 120 42.11 No significant impact on student achievement 00 00 Negative impact on student achievement 00 00 I am not sure 00 00 total 285 100 Use of technology or online resources improves the quality of teaching in Commerce and Management education Yes, significantly 129 45.26 Yes, to some extent 149 52.28 No, not significantly 00 00 I am not sure 07 2.46 total 285 100 Specific technology or online resources found to be most effective in enhancing student learning outcomes Learning management system (LMS) 203 71.23 Online tutorials or videos 190 54.04 Web-based discussion forums 144 70.94 Online quizzes or assessments 124 65.26 Social media platforms 66 45.83 N= 285, Responses Recorded 666. Therefore MRR 2.5509 Measuring the effectiveness of technology or online resources in teaching methods Student performance on assessments 138 48.42 Student engagement in class 203 71.23 Student feedback on technology use 138 48.42 Teacher observations of student engagement 74 25.96 N= 285, Responses Recorded 666. Therefore MRR 1.9404 Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 121 Use of technology or online resources enhances student engagement in learning: 54.04 per cent of the respondents believe that technology or online resources enhance student engagement to some extent, while 45.96 per cent believe it does so significantly. Use of technology or online resources impact student achievement in Commerce and Management education: 57.89 per cent of the respondents believe that technology or online resources have a significant impact on student achievement, while 42.11 per cent believe that it has some improvement. Use of technology or online resources improves the quality of teaching in Commerce and Management education: 45.26 per cent of the respondents believe that technology or online resources improve the quality of teaching significantly, while 52.28 per cent believe it does so to some extent. Specific technology or online resources found to be most effective in enhancing student learning outcomes: The Learning Management System (LMS) is considered the most effective technology or online resource for enhancing student learning outcomes with 71.23 per cent of respondents selecting it. Online tutorials or videos were selected by 54.04 per cent of respondents, web-based discussion forums by 70.94 per cent, online quizzes or assessments by 65.26 per cent, and social media platforms by 45.83 per cent of respondents. Measuring the effectiveness of technology or online resources in teaching methods: 71.23 per cent of respondents believe that student engagement in class is the best way to measure the effectiveness of technology or online resources in teaching methods, followed by student performance on assessments at 48.42 per cent. Student feedback on technology use and teacher observations of student engagement were also identified as effective measures. Thus, the data suggests that the use of technology or online resources is seen as beneficial for Commerce and Management education in Karnataka, with respondents believing it enhances student engagement, impacts student achievement, and improve the quality of teaching. The LMS is seen as the most effective technology or online resource for enhancing student learning outcomes, and student engagement in class is the most effective way to measure the effectiveness of technology or online resources in teaching methods. Table-4: Attitudes, Comfort, and Concerns Regarding Technology Use in Commerce and Management Education Table 4 Attitude towards the use of technology or online resources in Commerce and Management education Very positive 160 56.14 Somewhat positive 118 41.40 Neutral 07 2.46 Somewhat negative 00 00 Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 122 Very negative 00 00 Total 285 100 Use of technology or online resources impacts student learning outcomes in Commerce and Management education Significantly improves student learning outcomes 114 40.00 Improves student learning outcomes to some extent 164 57.54 No significant impact on student learning outcomes 00 00 Negatively impacts student learning outcomes 00 00 I am not sure 07 2.46 Total 285 100 Comfortable with using technology or online resources in your learning or teaching Yes, very comfortable 131 45.96 Somewhat comfortable 116 40.70 Neutral 38 13.33 Somewhat uncomfortable 00 00 Very uncomfortable 00 00 Total 285 100 Specific technology or online resources found most beneficial for your learning or teaching Learning management system (LMS) 188 65.96 Online tutorials or videos 196 68.77 Web-based discussion forums 108 37.89 Online quizzes or assessments 123 43.16 Social media platforms 51 17.89 N= 285, Responses Recorded 666. Therefore MRR 2.3368 Concerns or reservations regarding the use of technology or online resources in Commerce and Management education Concerns about student engagement or motivation 136 47.72 Concerns about accessibility for all students 189 66.32 Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 123 Concerns about reliability or technical issues 125 43.86 Concerns about privacy or security 60 21.05 N= 285, Responses Recorded 510. Therefore MRR 1.7895 The results suggest that the majority of respondents (97.54 per cent) believed that technology or online resources have a positive impact on student engagement in learning. Furthermore, 57.89 per cent of respondents felt that technology or online resources have a significant improvement on student achievement, while 42.11 per cent believe that it has some improvement. Regarding attitude towards the use of technology or online resources, 97.54 per cent of respondents had a positive attitude, with 56.14 per cent stating that their attitude was very positive. Similarly, 98.94 per cent of respondents felt comfortable using technology or online resources in their learning or teaching, with 45.96 per cent feeling very comfortable. When asked about the most effective technology or online resources for enhancing student learning outcomes, 71.23 per cent of respondents believed that Learning Management System (LMS) was the most effective, followed by online tutorials or videos (54.04 per cent). However, there were also concerns about technology or online resources, with 66.32 per cent of respondents having concerns about accessibility for all students. Additionally, 47.72 per cent of respondents had concerns about student engagement or motivation. Thus, the study suggests that the use of technology and online resources is seen as a positive development in Commerce and Management education in Karnataka. However, there are also concerns about accessibility, reliability, and privacy that need to be addressed. Discussion Based on the findings of the study exploring the use of technology and online resources in commerce and management education in Karnataka, the following discussion can be made: Encourage the use of technology and online resources: The majority of respondents believed that the use of technology and online resources enhances student engagement, impacts student achievement, and improves the quality of teaching. Therefore, institutions should encourage and provide support for faculty members to incorporate technology and online resources in their teaching methods.( Shivakumar, M., & Aithal, P. S. 2019) Promote the use of the Learning Management System (LMS): The LMS was found to be the most effective technology or online resource for enhancing student learning outcomes. Therefore, institutions should promote the use of LMS and provide training to faculty members on how to use it effectively. (Ministry of Education. 2020) Increase awareness of NEP guidelines: While most of the respondents were familiar with the guidelines of NEP regarding the use of technology and online resources in education, there is still a significant percentage of respondents who are not aware of it. Institutions should increase awareness of NEP guidelines among faculty members to ensure that they are incorporating the latest guidelines and recommendations in their teaching methods. Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 124 Use student engagement as a measure of effectiveness: Student engagement in class was identified as the most effective way to measure the effectiveness of technology or online resources in teaching methods. Therefore, institutions should encourage faculty members to monitor and evaluate student engagement when using technology or online resources in their teaching methods. (Sujatha, S. 2013) Provide support for faculty members with less experience: Respondents with less teaching experience reported using technology or online resources less frequently than those with more experience. Institutions should provide additional support and training for faculty members with less experience to ensure that they are using technology and online resources effectively. (Borup, J., West, R. E., & Graham, C. R. 2012) Increase the use of online assessments and discussion forums: While the majority of respondents reported using technology and online resources in their teaching methods, the use of online assessments or quizzes and online discussion forums or chat rooms were less frequent. Institutions should encourage faculty members to incorporate these tools into their teaching methods as they can improve student engagement and enhance learning outcomes. (Keengwe, J., & Kidd, T. T. 2010) Overall, institutions should prioritize the use of technology and online resources in commerce and management education to enhance student engagement, improve student achievement, and enhance the quality of teaching. By promoting the use of effective technology and online resources, institutions can provide a more dynamic and engaging learning environment for students. Suggestions Comprehensive Faculty Development: Establish a robust faculty development program that encompasses technical proficiency, pedagogical strategies, and alignment with NEP guidelines. Support both novice and experienced faculty members in effectively integrating technology and online resources. Leverage Learning Management Systems (LMS): Prioritize the adoption and optimization of Learning Management Systems (LMS) as central platforms for course content, communication, and assessment. Offer extensive training to faculty members to maximize the potential of LMS tools. Promote Student Engagement Metrics: Emphasize student engagement as a vital metric for evaluating technology integration. Encourage faculty to gauge engagement through real-time feedback, participation rates, and peer interactions to enhance learning outcomes. Diverse Online Tools: Encourage faculty to diversify their use of online tools, including assessments, discussion forums, and chat rooms. These tools enhance interactivity, foster collaboration, and offer alternative assessment methods for a richer learning experience. Continuous Improvement and Recognition: Establish a culture of continuous evaluation and adaptation for technology integration initiatives. Recognize and incentivize faculty members who excel in innovative and effective technology integration. These five recommendations provide a concise yet comprehensive framework for institutions aiming to enhance technology and online resource integration in commerce and management education while addressing the findings and discussion from the study. Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 125 Conclusion The study exploring the use of technology and online resources in commerce and management education in Karnataka found that the majority of respondents believed that the use of technology and online resources enhances student engagement, impacts student achievement, and improves the quality of teaching. The Learning Management System (LMS) was found to be the most effective technology or online resource for enhancing student learning outcomes. While most of the respondents were familiar with the guidelines of NEP regarding the use of technology and online resources in education, there is still a significant percentage of respondents who are not aware of it. Institutions should increase awareness of NEP guidelines among faculty members to ensure that they are incorporating the latest guidelines and recommendations in their teaching methods. Student engagement in class was identified as the most effective way to measure the effectiveness of technology or online resources in teaching methods. Therefore, institutions should encourage faculty members to monitor and evaluate student engagement when using technology or online resources in their teaching methods. (Borup, J.,et.al 2012, Sujatha, S. 2013, Limbu, Y. B., & Rai, S. K. 2020). The study recommends that institutions should prioritize the use of technology and online resources in commerce and management education to enhance student engagement, improve student achievement, and enhance the quality of teaching. References Agarwal, M., & Purohit, A. (2019). Barriers to the adoption of technology in education: A systematic review of the literature. Journal of Educational Technology & Society, 22(2), 47-58. Al-Amin, M., Zubayer, A. al, Deb, B., & Hasan, M. (2021). 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