The fast incorporation of innovative teaching into management education has revolutionized educational landscapes worldwide. This qualitative study investigates the implementation of an effective teaching–learning pedagogy in management education. Data have been collected by taking responses from 15 faculty and 50 students through open-ended questions using a Google Form. The responses collected are examined and analyzed to capture in-depth insights from participants using ATLAS.ti software. We have applied the thematic analysis proposed by Braun & Clarke to explore the effectiveness of teaching–learning pedagogy in management education. Our findings identify five interconnected categories that influence effective teaching and experiential-based learning implementation: digital learning, simulation learning, project-based learning, experiential-based learning and learning through a case study approach. We discovered that, though effective teaching and learning create a conducive environment and make students learn in a comfortable environment, they have difficulty in terms of technology adaptation and practical integration. This research paper presents strategic ideas for developing effective teaching–learning pedagogies as well as unique insights into implementing effective teaching pedagogy for management students. The study focuses on gathering insights and understanding diverse pedagogical practices used in management education. Our key recommendations include developing conducive as well as effective teaching and learning environments, integrating traditional practices like flip classroom pedagogy, and investing in flexible technological infrastructure to support diverse pedagogical approaches within a management educational context. Our research findings will aid in the design of curricula for students as well as the development of management education curricula that are more aligned with student learning needs and industry demand. The findings will influence the development of training programs to assist faculty in adopting new, student-centered teaching practices. Our study report also makes policy recommendations for academic administrators to prioritize incorporating evidence-based teaching strategies that promote student engagement and learning results.