THE advent of generative artificial intelligence (AI) tools is beginning to disrupt various industries, including business education. As an educator who recently integrated AI into an undergraduate business research course, I have observed both the incredible potential and the intricate challenges associated with AI adoption in higher learning.

While generative AI can significantly enhance students' research and writing capabilities, the conversation around AI in education has been dominated by concerns over plagiarism and academic dishonesty. These concerns are valid, but framing AI solely as a tool for deception overlooks a crucial aspect: students need comprehensive support and guidance to use AI responsibly and effectively, with an emphasis on social-emotional learning (SEL).

Integrating AI in education requires not only well-designed policies and pedagogical approaches but also a keen understanding of the technical, emotional and social factors influencing students' engagement with the technology. Through analyzing students' reflections in my course, it became evident that their willingness and ability to leverage AI meaningfully was shaped by complex perceptions and skills beyond technical proficiency.

Some students expressed guilt and confusion around using AI, perceiving it as "illegal" even when I told them to use it with my explicit permission. Others grappled with the fear that any reliance on AI could compromise the integrity and value of their learning, given the prior sentiments they encountered and developed from other courses. Many struggled with the social and communication skills needed to prompt AI tools effectively to obtain relevant outputs. These findings underscore the necessity of cultivating students' social-emotional competencies alongside their technical mastery of AI.

Indeed, educators should foster learning environments that normalize discussions about the benefits, risks and emotional responses surrounding academic uses of AI. We must guide students to be self-aware in monitoring their interactions with AI, enabling them to seek help when needed. We should model and encourage responsible AI usage that focuses on augmenting, rather than replacing, human capabilities. This involves teaching students to maintain autonomy over their learning process, think critically about AI outputs, and make reasoned judgments about when and how to incorporate them.

Realizing the promise of AI in business education requires embracing a human-centered approach, recognizing that AI tools should enhance human intelligence, not subvert it. When grounded in principles of social-emotional learning and authentic engagement, AI can become a powerful partner in pedagogy, enabling students to learn more efficiently, grapple with greater complexity, and develop in-demand skills for the future of work.

However, this potential can only be unlocked if we move beyond a fixation on policing AI usage and instead empower students to wield it thoughtfully and ethically. This will require institutional policies coupled with culturally sensitive instruction attuned to the lived experiences and concerns of learners, as well as ongoing research to illuminate the evolving intersections between human and artificial intelligence in education.

Moreover, this will require time and energy from educators to engage in iterative feedback sessions that will allow both the teacher and the students to navigate this new form of learning together.

By approaching this challenge with intentionality and care, generative AI could usher in a new era of innovation in business education, where technology enhances, rather than replaces, our human capacities. As educators, we have an exciting opportunity to pioneer pedagogies that nurture students' holistic development while equipping them with the AI fluency necessary to thrive in a rapidly transforming business landscape. The future of learning is AI-assisted and human-centered, and it is our responsibility to make it a reality by emphasizing not only technical but, just as important, social-emotional learning in AI-assisted pedagogy.

Patrick Adriel H. Aure, PhD (Patch), is the director of the Phinma-DLSU Center for Business and Society and assistant dean for Quality Assurance of the DLSU Ramon V. del Rosario College of Business. He is also the current president of the Philippine Academy of Management. patrick.aure@dlsu.edu.ph