Exploring Management Educators’ Competencies: A TPACK-based Assessment in an AI-driven Environment

The rapid transition towards Industry 5.0 necessitates a strategic reorientation of business education, particularly in India, where management institutions are under pressure to remain globally competitive and produce industry-ready graduates. The integration of generative artificial intelligence (AI) tools such as ChatGPT into teaching practice offers significant opportunities but also poses challenges, highlighting the need for enhanced faculty competencies. This study examines the competencies required by management faculty in Indian B-schools for effective AI integration, employing the Technological Pedagogical Content Knowledge (TPACK) framework as its theoretical lens. It further investigates the moderating role of teaching experience in shaping TPACK proficiency. A mixed-methods research design was adopted. In the qualitative phase, in-depth interviews with subject matter experts informed the development and refinement of the quantitative instrument. The quantitative phase involved administering an adapted questionnaire to 150 faculty members from management institutions across India, selected through non-probability snowball sampling. Findings from the study reveal that technological knowledge alone is insufficient for the successful deployment of AI tools in teaching. Instead, the combination of technological and pedagogical knowledge—referred to as Technological Pedagogical Knowledge—emerges as a critical determinant of faculty readiness. Moreover, teaching experience significantly moderates the relationship between TPACK dimensions, suggesting that experienced educators may be better positioned to integrate AI into pedagogical practice. This study advances the discourse on faculty preparedness for AI-enabled teaching by identifying specific competency gaps and offering actionable strategies for targeted professional development. It highlights the adaptability of the TPACK framework to evolving technological contexts and emphasizes the importance of aligning pedagogical strategies with emerging technologies. The insights generated can guide curriculum design, faculty training programmes and institutional policies aimed at preparing industry-ready management professionals.