Digital Transformation in Management Education: Evaluating the Strategic Role of EdTech in Skill Development

The Fourth Industrial Revolution (Industry 4.0) has precipitated a fundamental paradigm shift in management education, compelling business schools to transition from traditional, lecture-based pedagogical models to digitally enhanced ecosystems. This paper evaluates the strategic role of Educational Technology (EdTech) in bridging the widening industry-academia skills gap, specifically distinguishing between the acquisition of "hard" technical competencies (e.g., data analytics, financial modeling) and "soft" interpersonal skills (e.g., empathy, negotiation, leadership presence). Utilizing a rigorous Descriptive Cross-Sectional Mixed-Methods Design, this study synthesizes data from a stratified random survey of $N=350$ MBA students across five top-tier universities and semi-structured in-depth interviews with $N=10$ academic deans and EdTech directors.
The research integrates the Technology Acceptance Model (TAM) and Bloom’s Digital Taxonomy to analyze the efficacy of AI-driven Learning Management Systems (LMS), Virtual Reality (VR) simulations, and adaptive learning platforms. Quantitative findings reveal a strong positive correlation ($r = 0.78, p < 0.01$) between high-frequency EdTech usage and technical skill proficiency. However, the study identifies a significant "digitization paradox": exclusive reliance on digital platforms correlates with a perceived decline in soft skill development, particularly in areas requiring non-verbal communication and emotional intelligence. Qualitative analysis uncovers faculty resistance and "technological silos" as primary barriers to effective implementation. The paper concludes that while EdTech is a potent catalyst for cognitive knowledge dissemination and administrative efficiency, it must be integrated into a hybrid "Phygital" (Physical + Digital) framework. Strategic recommendations include the adoption of immersive VR for behavioral training and the restructuring of faculty roles from "content deliverers" to "learning curators."