This study serves as both a teaching experiment and teaching case, introducing an immersive and situated learning approach to experiential business education. However, business‑education literature remains largely theoretical and offers few empirically tested teaching models that combine financial literacy, industrial‑heritage learning, and experiential pedagogies, especially for students in developing‑country contexts. The curriculum integrates financial literacy, industrial heritage awareness, and extensive hands-on practice, enabling international business students to develop a solid understanding of core business and management concepts. This study draws on the Experiential Learning Cycle, Self-Regulated Learning Theory, and Situated Learning Theory. The teaching implementation included a field visit to the Malaysia National Bank Museum and an industrial heritage investigation of the Zhongshan Building. Two groups of participants participated in this experiment. Upon completion of the modules and curriculum, students were required to present their investigations of industrial heritage, propose a new business idea, or design a prototype pitch suitable for industry-related or financial products. The mixed-method assessment of student feedback and feelings indicated that mutual communication and encouragement effectively guide the process from Concrete Experience to Active Experimentation. Moreover, to implement Self-Regulated and Situated Learning theories, the author served as the main lecturer, focusing on empathy and fostering students’ self-motivation and emotional engagement. Participants’ positive feedback was also evident in the final data and analysis. Finally, we propose a teaching model and instructional framework for business and financial education in developing countries. The author also welcomes educators to refer to this program, share this module and syllabus as an opening resource, contributing to global pedagogy research.