Embed structured AI literacy in business curricula: teach verification, comparison, and transparent AI-use declarations rather than restricting or unrestrictedly encouraging GenAI¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that business programmes move towards structured AI literacy embedded within assessment and curriculum design. Students should be taught "not only how to use GenAI tools, but how to question outputs, verify sources, compare alternative responses, identify unsupported claims". Institutions may develop programme-level guidance on acceptable GenAI use, require transparent AI-use declarations in assignments, and design assessments combining AI-supported preparation with independent in-class, oral, reflective, or applied components.

Design Implications¶

Context¶

Requirements¶

• Faculty preparation: instructors need practical guidance on designing AI-aware assessments, evaluating work where GenAI has been used, and distinguishing reflective AI-supported learning from uncritical reliance.

Constraints¶

• The recommendation is grounded in cross-sectional self-report evidence from undergraduate business students in Oman; the article notes replication across other disciplines, countries, and educational systems is needed.

Target Learners¶

• undergraduate business students
• university instructors

Target Learning Goals¶

• critical evaluation of AI-generated outputs
• independent judgement and verification skills
• transparent and responsible AI use

Affordances¶

• Genai Augmentation Automation Boundary Framework

Related Strategies¶

• Fund AI literacy initiatives integrating AI ethics into curricula and adapting assessments
• Institutions should respond to generative AI in education with guided critical engagement rather than prohibition
• Institutional governance should establish practical conditions supporting AI literacy, learner agency, and critical evaluation rather than relying on prohibition and detection
• Embed GenAI literacy and ethical use directly in nursing curricula rather than prohibiting it
• Focus staff development on the judgement work of AI integration rather than tool training

Examples¶

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Key Sources¶

• Shojaei SA, Armosh F, Lihe R, Hamacha R and Labib J (2026) Helpful or harmful? generative AI dependence, self-reported critical thinking disposition, and self-perceived employability among business students. Front. Educ. 11:1885990. https://doi.org/10.3389/feduc.2026.1885990