Co-Piloting with GenAI: A Functional Typology of Student-AI Interaction in Business Education

To prepare business students for an AI-enabled workforce, educators are increasingly integrating generative AI (GenAI) tools into the classroom. Yet little is known about how students actually use these tools for complex tasks. This study examines how undergraduate students use GenAI during a strategic decision-making activity. We analyzed 167 student prompts using a dual-framework approach: the AI-ICE model to assess cognitive engagement, and an inductively developed typology of GenAI co-pilot roles: Content Generator, Task Executor, Advisor, Thinking Partner, and Role-Shifting. While students demonstrated cognitive range, most used GenAI in limited functional roles. Even when tasks called for strategic thinking, students rarely used GenAI as a collaborator. This disconnect between what students think and how they use GenAI highlights a gap in current instructional practice. Our findings offer a functional typology of student-GenAI interaction and practical insights for designing GenAI-enabled learning experiences in business education.