Abstract

As generative artificial intelligence (GenAI) transforms knowledge-intensive domains, it challenges the uniqueness of human creativity, reasoning, and innovation. While GenAI tools offer new opportunities, they also raise concerns around bias, misinformation, and overreliance, highlighting the continued importance of critical, emotional, and contextual human capabilities. This makes fostering GenAI literacy among future knowledge workers a pressing concern, especially in higher education. Yet, effective design principles for GenAI-based teaching interventions remain underdeveloped. To address this gap, we adopt a Design Science Research approach and implement multiple GenAI-based interventions at a French business school, evaluated through pre- and post-intervention surveys. Our results indicate increased student awareness and confidence in critically using GenAI. We derive six actionable design principles to support the meaningful integration of GenAI into higher education. We contribute by expanding GenAI literacy to include sociocultural and ethical dimensions and offering practical guidance for GenAI-augmented learning environments.

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