This study presents a bibliometric review of innovative teaching and learning in business and economics education over the past five decades (1970–2024). The research addresses the need for a comprehensive synthesis of trends and knowledge structures in this field. Data were retrieved from the Web of Science Core Collection using a comprehensive set of title-based queries on 5 September 2024, with no restrictions on language, publication year, or document type. The analysis was conducted in three phases: descriptive statistics, citation analysis, and keyword co-occurrence mapping, using Microsoft Excel and VOSviewer. The findings indicate growing academic engagement with digital pedagogies, blended learning, and technology acceptance models such as the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). Keywords including e-learning, hybrid teaching, and digital classroom dominate the research landscape, reflecting theoretical advancement and responsiveness to global disruptions such as the COVID-19 pandemic. The study offers a strategic overview of research trajectories, aligning with Sustainable Development Goal 4 on quality education. The insights generated provide evidence-based guidance for policy formulation, curriculum innovation, and educator professional development, fostering institutional resilience and post-pandemic pedagogical reform.