Generative AI in business education: Reimagining pedagogy or reinforcing inequity?
Original framing: “Generative AI in business schools: Friend or foe?” — Phys.org
The headline’s inversion—from ‘Friend or foe?’ to ‘Reimagining pedagogy or reinforcing inequity?’—exposes the absurdity of framing AI as a binary choice. The trickster lens reveals how solemnity around ‘innovation’ conceals extractive motives, while satire could highlight the performative allyship of tech in education.
The integration of generative AI in business schools is not a simple matter of adoption or rejection but a complex interplay of power, pedagogy, and equity.
By examining the historical patterns of technological integration in education, we see a recurring tendency to prioritize efficiency over justice. Cross-culturally, AI is being used in ways that support linguistic and cultural diversity, offering a contrast to the homogenizing tendencies in Western institutions. Indigenous and marginalized voices reveal the limitations of AI when it is not designed with inclusivity in mind. Scientific research shows that AI's impact is highly context-dependent, and future modeling suggests that the trajectory of AI in education will be shaped by the choices we make today. To move forward, we must embed ethical governance, equitable access, and diverse pedagogical models into the AI integration process, ensuring that it serves the broader goal of educational justice rather than reinforcing existing hierarchies.