Developing Business Curriculum with AI Literacy: An Examination of Benefits and Ethical Considerations

The integration of AI in education has the potential to transform learning experiences by promoting collaborative learning. AI tools have revolutionized the educational landscape but have also posed new challenges to academic integrity. Tools such as ChatGPT have made it easier for students to engage in dishonest practices (OpenAI, 2024). The accessibility of these tools enables students to generate answers for assignments effortlessly, undermining the principles of academic honesty (Adams et al., 2024; Cotton et al., 2024). Using generative AI tools might not be perceived as cheating by students, as they do not consider it equivalent to human collaboration. This suggests emphasizing using AI tools without proper acknowledgement still constitutes academic dishonesty. In the context of business education, the significance of AI is particularly pronounced. Current business students who are future business leaders must rapidly navigate evolving technologies such as AI (Verhoef et al., 2021). Previous literature has shown that integrating AI ethics into various curriculums not only enhances student understanding of ethical dilemmas associated with AI but also equips them to navigate these intricacies in their professional lives. The goal of this study is to highlight the benefits and ethical considerations associated with the use of AI tools in education. Furthermore, this study aims to identify potential gaps in areas where ethical guidelines may need reinforcement. Numerous studies have demonstrated the positive impact of AI on student outcomes. However, AI in education must be implemented with caution considering potential ethical dilemmas. The path forward in reshaping higher education will require a diligent effort to embrace the benefits of AI while addressing the ethical perplexities it presents, ensuring that academia continues to thrive in the age of artificial intelligence. References Adams, D., Chuah, K. M., Devadason, E., & Azzis, M. S. A. (2024). From novice to navigator: Students’ academic help-seeking behaviour, readiness, and perceived usefulness of ChatGPT in learning. Edu-cation and Information Technologies, 29, 13617–13634. Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. OpenAI (2024). Hello, GPT-4o. Retrieved from https://openai.com/index/hello-gpt-4o/ Verhoef, P. C., Broekhuizen, T., Bart, Y., Bhattacharya, A., Qi Dong, J., Fabian, N., & Haenlein, M. (2021). Digital transformation: A multidisciplinary reflection and research agenda. Journal of Business Research, 122, 889–901.