Integrating Generative AI in Business Education: A Structured Review for Developing a Strategic Framework and Addressing Research Gaps

Authors

• Katryna M. Johnson, Metropolitan State University - Twin CitiesFollow

Abstract

This paper examines the evolving role of generative artificial intelligence (GAI) in business education through a structured narrative review of recent scholarship and practice-oriented reports. The review synthesizes research across information systems, education, and management to develop a three-dimensional framework comprising pedagogical transformation, ethical integration, and career preparedness. For each dimension, the analysis identifies both emerging applications and critical gaps that warrant additional investigation. The pedagogical dimension highlights how GAI supports adaptive learning, redesigned assessments, simulations, and multimodal instructional practices. The ethical dimension addresses challenges related to academic integrity, data governance, transparency, bias, privacy, and equitable access. The career preparedness dimension identifies the technical capabilities and human-centered competencies—such as AI literacy, judgment, creativity, and adaptability—that graduates must demonstrate in AI-augmented workplaces. Together, these dimensions provide a coherent framework for guiding the responsible adoption of GAI, helping business schools align pedagogical innovation with ethical expectations and evolving labor-market demands.

Recommended Citation

Johnson, Katryna M. (2026) "Integrating Generative AI in Business Education: A Structured Review for Developing a Strategic Framework and Addressing Research Gaps," Journal of the Midwest Association for Information Systems (JMWAIS): Vol. 2026: Iss. 2, Article 3.
DOI: 10.17705/3jmwa.000102
Available at: https://aisel.aisnet.org/jmwais/vol2026/iss2/3

DOI

10.17705/3jmwa.000102