First-year undergraduate business students reported high engagement and recognised the necessity of developing GenAI skills for their future careers¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a mixed-methods survey of 149 first-year undergraduates at a UK business school following newly implemented AI-focused learning activities, students reported high engagement and recognised the necessity of developing GenAI skills for their future careers. → Drummond 2026

Evidence¶

Drummond 2026¶

Drummond, M., & Dale, G. (2026). Generating a Student-Informed Teaching and Learning Conceptual Framework for GenAI in Business Schools: A Case Study. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/6jvtax83

q2 · i? · design · r2

Mixed-methods survey of 149 students gathering feedback on newly implemented AI-focused learning activities in a first-year undergraduate business curriculum. Findings were that "students are highly engaged and recognise the necessity of developing GenAI skills for their future careers"; no effect sizes are printed.

"Through a mixed-methods survey of 149 students, the study gathered feedback on newly implemented AI-focused learning activities. The findings reveal that students are highly engaged and recognise the necessity of developing GenAI skills for their future careers."

Discussion¶

Related Claims¶

• A significant concern for business students is wanting to use GenAI in academic work without unintentionally committing academic misconduct — a narrower finding that bears on this claim
• Students' key areas of interest in GenAI are real-world business applications, ethical considerations, and future technological advancements — a narrower finding that bears on this claim
• First-year MA translation students adopt a cautious, pragmatic approach to GenAI, combining NMT for drafting with LLMs for support tasks — related
• Staff recognise substantial opportunities to use GenAI to enhance teaching through streamlined administrative processes, improved curriculum and assessment design, and student-centred learning activities. — related
• In first-year GenAI adoption in business higher education, curriculum-integrated modules reported enhanced student engagement, performance and employability, while fragmented approaches were more susceptible to ethical concerns, overreliance and inequality — a broader claim this one bears on
• Undergraduate business students strongly support integrating GenAI knowledge and application into higher education curricula — related
• A qualitative case study of 17 GenAI adoption cases in a UK business school identified current integration practices along with associated benefits, challenges and influencing factors — related