Generating a Student-Informed Teaching and Learning Conceptual Framework for GenAI in Business Schools: A Case Study

Drummond, M ORCID: 0000-0002-4941-9107 and Dale, G ORCID: 0000-0003-4746-6177 (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, 23 (6). ISSN 1449-9789

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Abstract

With the rise of GenAI, business schools must prepare students for a future workforce integrated with this technology. This paper details a case study from a UK business school that introduced GenAI into its curriculum for first-year undergraduates. 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. Key areas of interest include the real-world business applications of AI, ethical considerations, and future technological advancements. A significant concern for students is the desire to use GenAI in their academic work without unintentionally committing academic misconduct. Based on student feedback and existing research, this study presents a new conceptual framework for integrating GenAI education throughout business degree programmes. It offers practical guidance for educators, including a scaffolded approach to learning activities and assessments across all undergraduate levels. This research contributes an innovative model for applied GenAI learning in business education, adding to the growing body of literature on student AI literacy.

Item Type:	Article
Uncontrolled Keywords:	1301 Education Systems; 1302 Curriculum and Pedagogy; 3901 Curriculum and pedagogy; 3903 Education systems
Subjects:	B Philosophy. Psychology. Religion > BJ Ethics H Social Sciences > HF Commerce > HF5001 Business L Education > LB Theory and practice of education > LB2300 Higher Education Q Science > QA Mathematics > QA76 Computer software
Divisions:	Liverpool Business School
Publisher:	University of Wollongong
Date of acceptance:	25 February 2026
Date of first compliant Open Access:	3 March 2026
Date Deposited:	03 Mar 2026 13:37
Last Modified:	03 Mar 2026 13:37
DOI or ID number:	10.53761/6jvtax83
URI:	https://researchonline.ljmu.ac.uk/id/eprint/28171

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