Positive communication is crucial for effective teaching, influencing student engagement, motivation, and educational outcomes. Synthesizing educational and interdisciplinary literature, this article develops two core propositions: (1) cultivating classroom relationships through responsive interactions and peer connectedness, and (2) strengthening teacher affirmation and credibility via authentic and empathetic communication practices. Specific strategies, such as personalized feedback, inclusive communication methods, structured confirmation behaviors, and generationally responsive techniques, equip educators to enhance classroom environments, improve student learning experiences, and prepare students effectively for academic achievement and professional collaboration.

This study presents a dual bibliometric analysis of business communication research. Study 1 analyzes 135 publications from the Web of Science (1993-2024) to map global trends in communication and pedagogy within business education. Study 2 focuses on 328 articles from Business and Professional Communication Quarterly , offering journal-specific insights. Key themes include soft skills, AI literacy, digital communication, and experiential learning. The study highlights how global trends are reflected and extended within a leading journal. Findings offer valuable implications for educators, researchers, and curriculum developers seeking to align communication instruction with evolving academic and professional demands.

This study examines the impact of traditional lectures and guest speaker sessions on developing business communication skills in supply chain education. Focusing on green supply chain management practices (GSCMP) and sustainable development (SD), the research highlights the complementary strengths of these teaching methods. Traditional lectures excel in enhancing written communication and theoretical knowledge, while guest speaker sessions significantly improve verbal communication and practical skills. The findings provide actionable insights for educators to design balanced curricula that align with the dynamic communication needs of modern supply chain management professionals.

This article presents a conceptual framework for integrating artificial intelligence (AI) to enhance communication skills in educational and business settings. By examining the dual role of AI as both an enabler and a challenge, the article highlights AI’s capacity for personalized learning, skill development, and efficiency in communication tasks. It also addresses potential issues such as academic integrity, data reliability, and ethical considerations. This framework aims to guide institutions and organizations in adopting AI responsibly, ensuring that human-centered communication remains integral to AI-enhanced environments.

This 10-week study investigates the relationships between diversity beliefs, teamwork satisfaction, perceived classroom competitiveness, and attitudes toward project-based activities among 105 marketing students. Findings indicate that diversity beliefs enhance teamwork satisfaction, whereas performance-approach goals reduce it. Classroom competitiveness negatively moderates the impact of teamwork satisfaction on project attitudes, whereas teammate competitiveness has a positive moderating effect. These insights can help educators balance competition and collaboration to optimize learning environments.

This study investigates the impact of guest speaker programs on student engagement and skill development in a university setting, focusing on different types of speakers: alumni and industry experts. Through a quantitative analysis involving 159 business students, the research examines how speaker characteristics influence perceived learning outcomes, problem-solving abilities, and communication skills. The findings reveal that alumni speakers, sharing a common educational background with the students, significantly enhance students’ perceived learning outcome and communication skills because of their relatability and personal insights. The implications of these findings underscore the need for educational institutions to strategically select guest speakers to optimize educational outcomes and prepare students more effectively for professional environments. This study contributes to the broader discourse on integrating practical experiences within academic curricula to bridge the gap between theoretical knowledge and practical application in higher education.

This study examines the effect of company field trips on Vietnamese university students’ corporate social responsibility (CSR) awareness and their intentions to share CSR-related content. Utilizing pre- and postvisit surveys among 136 students, the research reveals that these trips significantly enhance students’ understanding of CSR, particularly its ethical dimensions, and encourage them to share CSR information through social media and word-of-mouth. The research also finds that the perceived image of the company representative plays a critical role in shaping students’ intentions to disseminate CSR information, with complex interactions affecting their overall CSR perceptions. These findings underscore the importance of field trips in CSR education and suggest that both companies and educational institutions should focus on ethical and legal aspects of CSR communication to maximize its impact.