Edet E. Okon


 This study achieved three specific objectives, adopted ex post facto research design and was conducted in Cross River State using 1,385 business educationundergraduates with 302 respondents selected using the multi-stage samplingtechnique. Data was generated from a structured questionnaire tagged, “Emerging Technologies and Sustainability of Business Education Delivery in the Wake of Pandemic Questionnaire (ETSBEWPQ)”, duly validated and reliability tested with a coefficient of .68. Research questions were answered using descriptive statistics. The Analysis of Variance (ANOVA) was used to test the three null hypotheses at degrees of freedom 1 and 301 and .05 levels of significance. The grand (weighted) mean value of 2.97, 2.64 and 2.69 for virtual realities, wearable technologies, and Artificial Intelligence (AI) respectively have positive and high relationship with sustainability of business education in the wake of Pandemic. Null hypothesis one was upheld since the calculated F-Ratio of 3.462 is less than the critical F-Ratio of 3.94, implying that there is no significant relationship between virtual realities and sustainability of businesseducation delivery in the wake of pandemic. The calculated F-Ratios of 266.594 and 379.094 for null hypotheses two and three respectively, were by far greater than the critical F-Ratio of 3.94 hence; null hypotheses two and three are rejected, implying that significant relationship exists between wearable technologies, Artificial Intelligence; and the sustainability of business education in the wake of pandemic. It is concluded that emerging technologies are vital to the sustainability of business education in the present and future realities. It is therefore, recommended that business educators should: Equip business education programme with Virtual Realities technologies; Wearable Technologies and Artificial Intelligence. Keywords: Emerging technologies; VR; WT; AI; Sustainability; Pandemic

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