From Collaboration to Critique: Engaging With GenAI to Foster Critical Thinking in Business Analytics

The integration of generative artificial intelligence (GenAI) in business education is reshaping data analysis and decision-making. However, concerns remain about potential over-reliance on GenAI at the expense of students’ critical thinking. This article presents an assessment designed to develop students’ technical proficiency in AI-supported data analysis while encouraging critical reflection on AI-generated outputs. Using a real-world-inspired case study, students collaborated with GenAI tools to conduct regression, forecasting, and hypothesis testing, and compared AI-generated results with manual analysis in Excel. Thematic analysis, aligned with Kolb’s experiential learning model, reveals stratified engagement: middle and strong performers demonstrated deeper reflection, especially on ethical implications and the importance of human oversight. Strong students further explored GenAI’s adaptability across different contexts. These findings contribute to the growing discourse on GenAI literacy in management education, underscoring the need for balanced pedagogical strategies that cultivate both AI skills and ethical and professional judgment essential for AI-augmented management practice.