Understanding generative AI's role in higher education: a teacher perspective on responsible integration of AI in business education

Abstract

This publication explores the potential and actual use of generative AI (GAI) in business education at Arcada University of Applied Sciences, with a particular focus on the teacher’s role in integrating GAI into course modules. Research suggests that GAI can enhance teaching and student learning by offering personalized and engaging experiences. The aim of the study is to contribute to a deeper understanding of AI in education and to promote knowledge about the responsible integration of AI into business education. A further objective is to develop teaching practices that prepare students to engage with the technology responsible in their future professional lives.We investigate teachers’ perceptions of AI and their reflections on working with it. Additionally, we describe our collaborative work on these issues over the course of a year. During spring and autumn 2024, we conducted research into our own teaching practices in relation to AI within our teaching team. In parallel, we collected data from workshops where current AI practices, tools, challenges, and educational needs were discussed.The project also provides insights into how AI can be integrated across various areas of business education and lays the foundation for future research on optimizing AI use in educational contexts.We identify challenges related to safety, bias, and academic integrity. Finally, we discuss future trends and the evolving role of teachers in an educational landscape where AI is embedded in the learning environment. A balanced use of AI is recommended, and continued work is needed to ensure responsible, reliability, and ethical integration.The publication aligns with strategic goals concerning sustainable digital solutions and responsible AI. We argue that the publication contributes to the broader discourse on high-quality, sustainable, and responsible education. Our project supports Sustainable Development Goals 4 and 11, and peer learning has been central throughout our process.

Keywords: AI literacy, business education, higer education

DOI: 10.54941/ahfe1006792