Developing Technical Literacy for Business School Students Studying Innovation

Abstract

This study examines how business school students with no programming background develop technical literacy through a newly introduced Digital Innovation course. Addressing a gap in non-STEM education research—where little is known about how social science students experience technical literacy interventions—we draw on qualitative data from group exam reflections (n = 14) and mid-semester survey responses (n = 7). Using an inductive thematic analysis, the study investigates how students perceived, navigated, and made sense of foundational coding activities. Four themes emerged: (1) Perceived value of coding and technical literacy, (2) Hidden gaps in foundational technical literacy, (3) AI as a cognitive and pedagogical scaffold and (4) Emerging technical competence and identity formation. Framed within theories of digital literacy and constructivist learning, the findings show how limited, scaffolded exposure to web development can shift students from digital consumption toward novice digital production. The study contributes empirical insight into how coding can be meaningfully embedded within business school curricula and offers pedagogical recommendations for designing accessible technical literacy interventions.