This paper examines how the pedagogy of teaching pedagogy works in management schools by considering subjects in the area of Finance and Operations Research (OR). In the research, this gap in the domain-sensitive pedagogic technique is taken care of, as the instructional strategies are tested in their effect on perceived student results. Data were collected through a structured questionnaire among 300 students of five Indian management schools through which data was analyzed using Pearson R, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Structural Equation Modeling (SEM), ANOVA, and Regression Analysis. It was found that four pedagogical constructs could be distinguished: Experiential Learning, Case-Based Teaching, Quantitative Rigor, and Digital Integration. The aspect of reliability analysis revealed high internal consistency (alpha = 0.79), and CFA proved the model adequacy (CFI = 0.93, RMSEA = 0.048). SEM indicated that Experiential Learning (SEM 9β = 0.42) and Case-Based Teaching (SEM 9b = 0.36) had significant effects on predicting the learning outcomes. ANOVA revealed that the OR students preferred quantitative and digital methods, whereas those students in Finance were more likely to use applied case method. Results prove that special pedagogical approaches corresponding to the expectations of a particular discipline must be achieved. The research provides a strong model to improve management learning at both the theoretical and practical level.
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