Abstract

Generative AI tools are rapidly transforming business education, raising significant concerns about academic integrity, cognitive offloading, and metacognitive decline. This work-in-progress study investigates AI-integrated learning activities in undergraduate business courses designed to strengthen metacognitive awareness through structured critique rather than diminish it. Positioning AI as a “foil” for analysis, the course integrates “adversarial critique” exercises, AI-generated counterarguments, and metacognitive reflections. A quasi-experimental design compares these tasks against traditional assignments using critical thinking rubrics, integrity indicators, and pre/post metacognitive surveys. The project aims to provide a replicable model for responsible GenAI pedagogy in business education.

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