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Integrating Generative Artificial Intelligence into University Curricula: Student Insights.

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Bibliographic Details
Title: Integrating Generative Artificial Intelligence into University Curricula: Student Insights.
Authors: Rook, Laura1, Plumb, Melinda1
Source: Journal of University Teaching & Learning Practice. 2026 2nd Quarter, Vol. 23 Issue 2, p1-22. 22p.
Subject Terms: *Generative artificial intelligence, *College curriculum, *Ethical problems, *Employability, *Digital literacy, *Student attitudes, *Higher education, *Business education
Abstract: As generative artificial intelligence (GenAI) is increasingly adopted in professional settings, universities face growing pressure to prepare students for a GenAI-integrated future. This study explores undergraduate business students’ perceptions of GenAI and its role in academic learning and career readiness, drawing on qualitative responses from 166 students enrolled in a capstone unit. Thematic analysis revealed strong support for integrating GenAI knowledge and application into higher education curricula, with students identifying three priority areas for development: (1) understanding and optimising GenAI functionality; (2) exploring GenAI applications across contexts; (3) navigating ethical and legal dimensions of GenAI. These findings highlight the value of student involvement in co-designing future-ready curricula and contribute to broader conversations on digital capability and employability. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:As generative artificial intelligence (GenAI) is increasingly adopted in professional settings, universities face growing pressure to prepare students for a GenAI-integrated future. This study explores undergraduate business students’ perceptions of GenAI and its role in academic learning and career readiness, drawing on qualitative responses from 166 students enrolled in a capstone unit. Thematic analysis revealed strong support for integrating GenAI knowledge and application into higher education curricula, with students identifying three priority areas for development: (1) understanding and optimising GenAI functionality; (2) exploring GenAI applications across contexts; (3) navigating ethical and legal dimensions of GenAI. These findings highlight the value of student involvement in co-designing future-ready curricula and contribute to broader conversations on digital capability and employability. [ABSTRACT FROM AUTHOR]
ISSN:14499789
DOI:10.53761/jjzzd330