The role of artificial intelligence tools in advancing business education based on technology acceptance and experiential learning framework

Abstract

This paper deals with the concepts of integration, perception, and concerns of artificial intelligence (AI) applications in business education. It identifies the most commonly occurring AI tools by educators and learners, examines how convenient they are in enhancing learning, and also discusses the institutional, ethical, and behavioral concerns impacting the use of AI. It employed a cross-sectional quantitative survey design with limited qualitative open-ended responses. Primary data collection is conducted using structured questionnaires involving 67 educators and students at Saudi Arabian institutions of higher learning. The statistical analysis conducted using STATA consisted of tests of reliability (Cronbach's Alpha), independence of chi-square tests, and ordered logistic regression to test the association of variables of AI tool use, perceived benefits, skill development, and engagement. The empirical findings show that the most commonly used artificial intelligence application is ChatGPT, and its usage is associated with high self-reported engagement, perceived learning performance, and acquisition of abilities. The engagement of students comes out as the strongest predictor of positive perceptions with regard to the use of AI in boosting the practitioner-stakeholder associations (p < 0.01). Despite these positive relationships, concerns about accuracy, reliability, and institutional readiness are still relevant. The formal education of AI systems, ethics, and regulatory institutions is highlighted in this manuscript as a crucial factor in addressing AI implementation. It provides new empirical data that outlines the correlation relationships between AI applications and institutional readiness and pedagogical change in the teaching of business.