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Journal of the Midwest Association for Information Systems (JMWAIS)

Abstract

Universities have continually adapted curricula to equip students for the intellectual and professional demands of their era. The rapid diffusion of artificial intelligence now creates an inflection point, reshaping work, civic life, and everyday decision-making in ways that higher education cannot ignore. This article argues that institution-wide AI graduation requirements can advance core university aims by improving career readiness, strengthening ethical judgment, expanding equitable access to technological understanding across majors, and fostering interdisciplinary learning. It also examines practical and pedagogical concerns, such as already crowded degree plans and the substantial staffing, infrastructure, and support needed for effective implementation. Situating the debate within the historical evolution of general education and drawing lessons from earlier computer literacy requirements, the article proposes a flexible menu of approved courses that collectively develop AI concepts, skills, and critical perspectives. Emerging examples, including recent initiatives at Purdue University and The Ohio State University, illustrate how requirements can be embedded in curricula with workforce emphasis. Increasing AI adoption and use across a broad spectrum of professional domains tilt the case toward adopting artificial intelligence graduation requirements, provided the implementation of these requirements properly addresses capacity, equity, and ethical issues.

DOI

10.17705/3jmwa.000100

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