Navigating the ethical landscape: exploring heteronomous and autonomous strategies in integrating generative AI tools in management education

Purpose This study aims to explore the integration of generative artificial intelligence (AI) tools within a mandatory management course in higher education, emphasizing responsible management education (RME) and its alignment with the United Nations Sustainable Development Goals. The research uses Kohlberg’s Theory of Moral Development as a framework for understanding how ethical consistency influences the responsible use of generative AI in educational settings. Design/methodology/approach A quasi-experimental design was used, involving a sample of 150 business administration undergraduates. The study examined the impact of moral consistency on students’ ethical use of generative AI tools in coursework. Strategies for integrating these tools into instructional design were analyzed, with a focus on promoting autonomous and ethically grounded decision-making. Findings The research reveals those students with higher levels of moral consistency exhibit more ethical behavior in their use of generative AI. Instructional strategies that emphasize autonomy led to better integration of these technologies in educational contexts. Research limitations/implications Future research could explore diverse student populations and AI applications in other disciplines. Long-term implications of ethical AI usage on professional practices also warrant further investigation. Practical implications The findings provide educators with effective strategies for promoting ethical AI use in business education. Originality/value This study contributes to the discourse on RME by offering actionable strategies for educators to incorporate ethical considerations into their teaching. It highlights the importance of autonomous strategies in preparing students to navigate ethical challenges posed by AI technologies.