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Integrating Generative Artificial Intelligence into University Curricula: Student Insights.

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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]
Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: 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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  Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2026 2nd Quarter
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