Design AI-integrated, ethically grounded, and adaptable business education models guided by bibliometric evidence¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The study positions its findings as guidance for educational design: "This study offers actionable guidance for educators, curriculum developers, and policymakers to design AI-integrated, ethically grounded, and adaptable business education models that meet the demands of an AI-driven global economy." Educators and policymakers should use the mapped clusters, trends, and gaps—especially the identified gaps in curriculum coherence, educator readiness, and assessment validity—to shape AI-integrated curricula.

Design Implications¶

Context¶

Requirements¶

• Attention to the persistent gaps the study identifies: curriculum coherence, educator readiness, and assessment validity

Constraints¶

• Guidance derives from a bibliometric mapping of the literature rather than from intervention testing

Target Learners¶

• business education students in higher education

Target Learning Goals¶

• preparing learners for an AI-driven global economy

Affordances¶

• Bibliometric Mapping Ai Business Education Framework

Related Strategies¶

• Ground AI integration in higher education on core principles of human agency, academic freedom, transparency, ethics, inclusivity, and critical thinking
• Ground ethical inquiry into AI in the realities of teaching, assessment, leadership, and professional judgement rather than treating it as external compliance
• AI system developers should ensure human-centric design, institutional leaders should stay updated on global AI regulations, and LA experts should engage policymakers through dialogue
• Use the framework as a global reference to guide national AI competency frameworks, teacher training, and assessment parameters

Examples¶

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Key Sources¶

• Espino, L., & Espino, C. (2026). Mapping the Integration of AI into Business Education: Insights from a Decade of Research. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/5yhdnk13