Abstract The expectations for commerce education have changed dramatically due to the shifting needs of the global economy, technological development, ecological concerns, and interdisciplinary knowledge systems. In order to promote sustainable innovation and future-ready learning, the current project investigates how commerce education may be revitalised. Both primary and secondary data serve as the foundation for the study. A systematic questionnaire was used to gather primary data from 130 respondents, including faculty members and undergraduate and graduate commerce students. Books, journals, policy papers, and scholarly publications were the sources of secondary data. Cronbach's Alpha was used to examine the scale's reliability, while KMO, Bartlett's examine, and exploratory factor analysis were used to evaluate construct validity. Multiple regression analysis and correlation were used to investigate hypotheses. The results show that future-ready learning is strongly influenced by curricular relevance, digital readiness, multidisciplinary exposure, and sustainability orientation. The study comes to the conclusion that in order for commerce education to be both academically and professionally relevant, it must incorporate innovation, ethics, technology, and societal responsiveness in addition to traditional content delivery.
Sandeep Salunke (Thu,) studied this question.