In the context of digital transformation and the increasing demand for programming skills across various professional domains, higher education institutions are expanding their curricula to include programming education for students outside the field of Information and Communication Technology (ICT). This study explores the perceptions of undergraduate students enrolled in a Business Administration program regarding two elective courses—RAD2119 (Information Technology Applied to Management) and RAD2604 (Advanced Topics in Information Systems)—that integrate programming instruction through hands-on learning methodologies. The courses employ Visual Basic for Applications (VBA) and Python, respectively, and are designed to enhance students’ technical and analytical competencies. Data were collected through a Likert-scale questionnaire evaluating students’ perceptions of course content, teaching methodology, and applicability in professional settings. The analysis included descriptive statistics, internal consistency using Cronbach’s alpha (α = 0.77), and correlations with variables such as course of study, programming language, and year of enrollment. Results indicate that students positively evaluated the hands-on methodology and the relevance of course content, though responses varied based on programming language, with VBA being perceived as more applicable to immediate professional tasks. The findings suggest that well-designed elective courses with practical approaches can effectively bridge the gap in programming literacy among non-ICT students and enhance their readiness for the evolving job market.