Transforming decision sciences education through AI and Agile: A case study of project‐based learning in technology management

Abstract The rapid evolution of technology calls for innovative approaches in decision sciences and product management education to prepare students for dynamic, technology‐driven workplaces. This article examines how the integration of artificial intelligence (AI) tools and Agile methodologies can address three persistent challenges in business education: curricula that lag technological advancements, limited opportunities for hands‐on skill application, and constrained academic timeframes. Using a mixed‐methods design, we analyze two case studies from a Management and Systems graduate program—an AI‐driven media analysis tool developed for the United Nations International Computing Centre (UNICC) and a series of AI‐focused capstone projects—alongside a quantitative analysis of 146 capstone projects. The case studies illustrate how this integrated approach can enhance curriculum relevance, expand practical skill development, and support learning within semester constraints, while the quantitative analysis finds that AI‐based projects were associated with significantly higher client satisfaction ratings (45.3% vs. 29.8% “A” ratings) and publication‐worthiness (26.6% vs. 6.4%) than non‐AI projects. The study contributes to the discourse on technology integration in business education in two ways: an empirical finding that AI‐based capstone projects are associated with stronger measured outcomes, and a “competitive collaboration” capstone design that reconciles individual assessment with team‐based, client‐driven product development. We offer a practical framework for educators seeking to incorporate emerging tools and methodologies in decision sciences and product management curricula.