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AI-focused learning activities in the first-year undergraduate business curriculum

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The instructional element evaluated in this case study is a set of newly implemented AI-focused learning activities introduced into the first-year undergraduate curriculum of a UK business school. The article states the school "introduced GenAI into its curriculum for first-year undergraduates" and that a mixed-methods survey of 149 students "gathered feedback on newly implemented AI-focused learning activities". Student feedback on these activities informed the resulting framework.

Design Implications

Context

Requirements

  • Activities should address the areas students flagged: business applications of AI, ethical considerations, future advancements, and clarity on avoiding misconduct

Constraints

  • Evaluated only with first-year undergraduates at one UK business school

Target Learners

  • first-year undergraduate business students

Learning Goals

  • GenAI skills and awareness for future careers

Claims

Examples

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Key Sources

  • 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
Page metadata
Field Value
type design
id first-year-genai-learning-activities-business-curriculum
title AI-focused learning activities in the first-year undergraduate business curriculum
description The instructional element evaluated in this case study is a set of newly implemented AI-focused learning activities introduced into the first-year undergraduate curriculum of a UK business school.
status review
generated by process:settle-candidates on 2026-10-10
trust unverified — no one has confirmed this page's content
sources 1 — drummond-2026

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