Conceptualizing Business Education for Schools: Bridging Language, Practice, and Global Skills

Abstract

In the context of an increasingly globalized and communication-driven economy, business education in schools requires a shift from fragmented, subject-based approaches toward integrated competence development. This conceptual paper examines the limitations of traditional business education and Business English instruction, which are often treated as separate domains and fail to reflect the multidimensional nature of real-world business practice. Drawing on literature from business education, applied linguistics, and competence-based education, the paper identifies a critical gap in the integration of business knowledge, language use, and global competencies within school curricula. In response, the study proposes a conceptual framework that integrates four key components: business knowledge, language competence, communication strategy, and intercultural competence. The framework conceptualizes business education as a holistic construct in which these dimensions interact dynamically to support authentic learning and professional readiness. The paper discusses the implications of this model for curriculum design, pedagogy, and assessment, emphasizing the need for interdisciplinary approaches and experiential learning. The study contributes to the theoretical development of business education by offering a structured and integrative perspective that aligns with 21st-century educational goals. It also provides a foundation for future empirical research and practical implementation in school contexts. Keywords: Business education, Business English, competence-based education, intercultural competence, communication strategy, conceptual framework, secondary education