Are Business School Students More Distracted Today? Or Are We Missing the Bigger Picture?

In 2024, professors in business education often share the same complaint: students don’t listen in class anymore. But are they really less intelligent, more distracted, or less well-behaved than students were 20, or 30 years ago? Not at all. The real shift lies in how our entire society, and especially its technological transformation, has evolved.

We used to say that “information is available, but not knowledge.” I’m pushing this argument to the extreme on purpose, but in the age of Generative AI, can we still claim that knowledge isn’t accessible? We must admit that nearly everything is now at our fingertips — whether it’s online courses, MOOCs by the best professors, or Generative AI systems that, if not giving the exact answer, at least guide students to the information they need and help synthesize it.

Add to this the negative effects of social media in general, which several studies have shown go far beyond simple addiction. Studies even argue that young users accustomed to consuming short, rapid content struggle to engage in activities that don’t offer instant gratification. The advent of Instagram Reels, YouTube Shorts, and the infinite scroll phenomenon has only worsened this issue, leaving classrooms full of students questioning why they should sit through a three-hour lecture.

In this new context, professors can no longer stand in front of students and deliver knowledge in a one-way flow. They need to accept the hum of discussions, embrace interactions, and co-create learning experiences with students. Michel Serres emphasized the importance of learning through practice, but in this world, those experiences must now be co-designed with students themselves.

It’s also essential that professors evolve into learning coaches or facilitators, guiding students in several key areas:

1. Helping them sift through and decipher the daily flood of information they receive, much of it unfiltered or context-less.
2. Teaching them how to use new technologies, especially Generative AI, showing them how to leverage these tools while being aware of their limitations and strengths.
3. Assisting them in understanding themselves, growing into ethical and responsible leaders in a rapidly changing world. In today’s fast-paced and ever-evolving world, it is essential for future business leaders to first understand themselves before they can effectively lead others. Self-awareness is the foundation of emotional intelligence, which is critical for making ethical decisions and managing teams responsibly. Balanced individuals—those who have a strong sense of their values, emotions, and strengths—are better equipped to act with integrity and make sound decisions in challenging situations. They are also more likely to be empathetic leaders, considering the well-being of their teams and the broader impact of their actions.
4. Reminding them of the basics of human interactions, which may sound like a strange role for professors. But in a world where technology increasingly deprives us of human contact (we used to meet our friends in person; now we chat through WhatsApp or social media), professors are unfortunately also expected to play this role. And young people are asking for it more than ever. This is echoed in the findings of the Youth Talks consultations, led by the Higher Education for Good Foundation, where young people consistently demand more opportunities for real human connection and interaction in their learning environments.
5. Last but not least, fostering data literacy to help students understand this new complex world full of datasets, enabling them to navigate and critically assess the overwhelming amounts of data they encounter.

And of course, all of this must happen within the specific context of the professor’s subject. Whether it’s finance, management, human resources, entrepreneurship, or any other field, the professor’s role is now multifaceted. They must bridge the gap between the technical content of their course and the broader needs of students who are preparing to lead in a complex world.

As Director of Youth Talks, the largest-ever youth consultation, I’ve had the chance to work directly with young people on these issues. Together, we’ve explored the profound transformation in education that is required, one that isn’t just about transmitting information but about building the social and human skills necessary for the leaders of tomorrow.

Is this new role for professors scary? Yes, of course. But let’s confront this reality as soon as possible, because today’s educational environment is becoming unbearable for both students and professors. Worse still, it is failing to equip young people for the future we should be building.

In a broken system where research professors often prefer research over teaching — and where lack of research productivity is often punished with additional teaching hours — I’m not convinced this shift is such a great loss. Instead, we need to develop our teaching talents and form future professionals who will excel not only for themselves but for the society they have to build to ensure Humanity's survival.

Resources for teachers and students:

AI Competency Framework for Students (UNESCO, 2024)

AI Competency Framework for Teachers (UNESCO, 2024)