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This empirical paper examines the challenges third-year students face in learning Economic and Management Sciences (EMS) at a University of Technology. The primary issue is that students frequently struggle to grasp the subject effectively, resulting in unsatisfactory outcomes. The paper is rooted in Constructivist Learning Theory, pioneered by Vygotsky and Piaget, which posits that students develop their understanding through active engagement and social interaction. Participatory Action Research was employed as the primary method for data collection, and a thematic approach was used for data analysis. A WhatsApp group was created to facilitate group discussions for data collection and analysis. Participants included nine (n=9) third-year students specialising in EMS as one of their elective subjects. The study found that inadequate mentorship and support significantly affect the effectiveness of learning EMS. The complexity of EMS, a lack of accounting background, and the workload were identified as key challenges hindering effective learning. Based on these findings, the study recommends that students, particularly those without a strong foundation in accounting from high school, receive adequate support. Additionally, it advocates that each course should be treated independently rather than combining multiple subjects under EMS. Based on these findings, the study aims to contribute to the enhancement of EMS teaching and to propose strategies for addressing the frustrations experienced by third-year students within the module.

Multi-game simulations are the most widely used tools in international business and strategic management education. In Business Schools, all courses from Strategy to Finance are taught from case studies and books, using research results. But when managing a business, there is no way to learn the parts of the business from books by gaining experience in complete integrity. Company management competence requires practice in areas such as production, marketing, R & D, finance, operations, and strategy. The simplest way to practice this in the learning process is through business simulations and multi-game applications. These simulations help students to acquire workforce skills by practicing critical thinking, making better decisions and solving business problems. It has taken its place in education life as a powerful teaching tool for business simulations. The student teams compete with each other by running multinational enterprises over several game rounds, and the round represents a fiscal year. International business development games are decided and risk-free. During the simulation process, they have to decide on a product portfolio, pricing, advertising, production, R & D and financial structure in each round. International business aspects of the games include exchange rate fluctuations, trade barriers, different tax rates between countries, shipping points and international cash management. In the room, players are interested in the current national differences, including preferred ones, price sensitivity, production location, market growth, business environment, and economic growth. Instructors follow which decisions will be highlighted in the course's planned learning objectives and guide preferences for students. We will explore the decisions and knowledge of CAPSIM Global DNA in a multi-game design. This article differs from other studies in that it is a study that puts forward the theory and application of a computerized representation simultaneously.