Jul 2026· European Conference on Research Methodology for Business and Management Studies· Vol 25, pp. 136-143· 0 citations· 15 references
TL;DR
Data gathered in a focus group of recent Business Management graduates who took a research methods in their final year is used to identify pointers for how use of generative AI can be incorporated into the teaching of research methods and how this can prepare a forthcoming generation of students for the workplace.
Abstract
Generative Artificial Intelligence has had a profound and continuing impact on both research and on higher education in recent years. There are a number of issues arising from this which are particularly relevant to teaching research methods at undergraduate level. Generative AI has considerable potential to facilitate research, notably in reviewing literature, and as such its use should arguably be part of the syllabus for students on a taught degree course. However much of the dialogue, so far, about generative AI in the context of university teaching, particularly at the undergraduate level, has focused on concerns that its use by students weakens established forms of assessment and could inhibit learning through being used as a short cut to obtaining a degree. To complicate the picture further, undergraduates are preparing to enter an uncertain environment for employment, with a concern that generative AI will directly affect many graduate-level jobs and that during their careers it will change the landscape within which they work in ways that cannot possibly be predicted. This paper builds on earlier conceptual work presented at ECRM in 2025 and uses data gathered in a focus group of recent Business Management graduates who took a research methods in their final year. It uses their experience to identify pointers for how use of generative AI can be incorporated into the teaching of research methods and how this can prepare a forthcoming generation of students for the workplace. The recent graduates participated in a focus group in which they reported varying experiences of use of AI whilst they were studying and following university. There were considerable differences between individuals in their propensity to engage with AI and in the resources that they used to support this engagement. However, a common theme highlighted by participants was the scope for universities to provide more thorough guidance about the practicalities of students’ use of AI.
With the advent of Artificial Intelligence (AI), it has become necessary for university students to develop the ability to work independently. Doing so, students would need to use technological means as sources of information. Using advanced technologies, AI has made its way into the field of education. However, some students still have not mastered learning with technology, let alone using AI, which creates confusion for them. The purpose of this paper is to investigate the extent to which university students can use AI, how they use it, and the associated challenges and opportunities while using it. To achieve this aim, the targeted group was 140 Moroccan university students from three departments (English studies, Management Techniques, and Advanced Material Physics). Data was collected through an online questionnaire and analyzed using SPSS version 25. The results demonstrated that though students use AI for certain tasks, they have not mastered it fully (30%). Additionally, the study reveals that even though AI can increase students’ involvement and cater to their learning (62,1%), it cannot foster emotional intelligence (55%), it weakens social relationships (34.3%), undervalues human intellect (45.7%), and contributes to inequalities among students (60%). Accordingly, the study implies that students need explicit support on what AI is and how to use it in an ethical way.
Insaf Khoudri, Rachid Houmaida· Journal of Multidisciplinary...· 0 citations
The rapid integration of generative artificial intelligence (GenAI) into educational settings has created both opportunities and challenges for student learning. While GenAI adoption in education continues to grow, instructors remain divided about its educational value and appropriate usage. To further complicate matters, instructors are learning in real-time how this new and rapidly evolving tool works. Here, we describe an assignment developed for a large-enrollment, 100-level, general-education, environmental science course at the University of Arizona (RNR 150: Sustainable Earth) that provides students with structured opportunities to experiment with and critically evaluate GenAI tools. The assignment requires students to create a public facing infographic about water conservation using Piktochart's GenAI platform and then to evaluate and edit the style, format, and content of the AI output. Students then complete reflective writing analyzing the strengths and limitations of AI-generated content. Students completing this assignment in spring 2025 generally responded positively to using GenAI as a tool to support their thinking and effort, recognizing the importance of GenAI now and in their future.
T. Crimmins, K. Prudic· Prompt A Journal of Academic...· 0 citations
This paper synthesizes peer-reviewed and carefully delimited contextual research on how generative AI use relates to undergraduate academic performance, with attention to what Canadian universities can already act on.
Pragalvha Sharma· Canadian Journal of Business...· 0 citations
Artificial intelligence (AI) has rapidly increased in educational settings. Gen AI pedagogical approaches are the next major focus in the field. This scoping literature review aims to understand the implementation and effects of AI in English as a second language (ESL) classes. This review is supported by the underpinnings of communicative language teaching (CLT) and zone of proximal development (ZPD) theories. In this review, 20 empirical studies are examined to understand the extent to which AI can serve as a native-like tutor for ESL students. The findings show the effectiveness of AI in providing personalized feedback and authentic language exposure and fulfilling the need for a conversational partner/tutor for ESL students. AI is still an exploratory tool; thus, the review ends with ethical considerations for using AI in language classes, along with some future pedagogical links.
Sakshi Garg· Journal of International Stu...· 0 citations
The rapid development of artificial intelligence (AI) has transformed many industries, including education. One notable AI tool, ChatGPT, offers significant potential to enhance learning by providing students with instant access to information and personalized feedback. However, its integration into university education raises concerns about academic integrity, reliance on AI, and the potential for misuse. This paper argues that universities should train and encourage students to use ChatGPT, as it is likely to become a common tool in the workplace. By discussing the benefits and challenges of ChatGPT in education, examining existing university policies, and proposing best practices for its use, this paper highlights the importance of preparing students for a future that embraces AI technologies. The paper also critically explores the reasons some universities might choose not to promote ChatGPT, including concerns regarding academic dishonesty, the erosion of critical thinking skills, and the potential stifling of creativity. Through a balanced discussion, the paper presents a nuanced view of how universities can best navigate the inclusion of AI in their academic curricula.
A. Talib· INTERNATIONAL JOURNAL OF SOC...· 0 citations
The integration of Artificial Intelligence (AI) in English Language Teaching (ELT) has grown rapidly in the past five years, fueled by the increasing sophistication of generative tools, intelligent feedback systems, and data-driven personalization. This systematic review aims to map the latest research developments from 2020 to 2025, identify key emerging trends, as well as analyze the pedagogical transformations triggered by AI in the context of ELT. Through a systematic review that refers to the PRISMA protocol, selected articles from leading databases such as Scopus, Web of Science, and ERIC are analyzed. The findings confirm that AI has significantly changed the English learning landscape, not only from the aspect of instructional technology, but also from the way teachers and students interact with content, learning strategies, and evaluation. The most prominent trends in AI use include text-based applications (such as ChatGPT and Grammarly), speech recognition, and automated assessment platforms. However, this transformation has not come without challenges: serious concerns have arisen regarding plagiarism, over-reliance on AI, and teachers' limitations in understanding and making the most of technology. On the other hand, this study also explores the concerns that arise from teachers regarding autonomy in teaching, ethics in assessment, and the suitability between the curriculum and applied technology. The results of this study provide critical insights that are important for policymakers, education practitioners, and researchers in designing and implementing AI effectively in English language teaching, without sacrificing pedagogical quality.
Anas Irwan, Devilito Prasetyo Tatipang, M. Alfandi et al.· Theory and Practice in Langu...· 0 citations
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