Organizational Behavior (OB) is a critical discipline in business education that focuses on individual, group, and organizational processes. Over the years, the teaching of OB has transformed significantly, integrating contemporary trends and developments such as digitalization, remote work, diversity and inclusion, and sustainability, etc.

This paper presents a comprehensive analysis of best practices and emerging challenges in OB education, based on extensive teaching experience and empirical research. The paper describes the experience of Lomonosov Moscow State University (LMSU), mainly at the bachelor and master’s degree levels. The author also analyzes case studies from different universities to identify innovative teaching techniques and curriculum adaptations. She conducts a survey (n=151) and semi-structured interviews (n=14) with LMSU students.

The study underlines the need for continuous curriculum development. It shows how the OB course at LMSU Faculty of Economics has changed in recent years (in content, teaching strategies, assessment, etc.). To redesign the course, a key discipline author took into account the following additional factors: existing curriculum, pre- and post-courses, strategies for bridging the gap between academic learning and work readiness, etc.

The main results are as follows:
(1) The updated OB course content includes the following topics: “Introduction to OB”, “Individual Behavior or Self Perspective in the Organization”, “Group Dynamics”, “Behavioral Aspects of Decision Making”, “Leadership and Power”, “Organizational Culture Management”, “Change Management”, “Creativity Management”.
(2) The instructor balances theoretical foundations with practical applications and aligns academic content with rapidly changing industry expectations.
(3) To significantly increase student engagement and understanding, a modified OB course is based on interactive and experiential learning techniques, including case-based learning, video-based coaching, in-house projects, etc.
(4) Students are supported in the preparation of in-house group projects through the use of mentoring and guidance, as well as tracking the progress of the project through pre-determined sprints.
(5) Instructor fosters a critical thinking mindset and decision-making skills within the OB program, which is also incorporated into the assessment (e.g., a problem-based open question exam requiring reasoning processes with respect to the OB concepts (course ontology)).

The author integrates the research results that can be valuable for upgrading the academic disciplines (e.g., “Organizational Behavior”, “Organizational Psychology”, “Organizational Behavior Management”, etc). By synthesizing best practice and the needs of students and employees, this paper contributes valuable insights to the ongoing improvement of business and management education.

Keywords: Education practice, organizational behavior, management, higher education.