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<p>This research examines the effect of incorporating Generative Artificial Intelligence (GenAI), customised GPT-based systems, in Indian undergraduate management education. To address the gap in experimental research on AI-based pedagogy, we conducted a one-year intervention alongside traditional instruction and assessment, using AI-facilitated activities such as case simulations, adaptive quizzes, and automated feedback. We adopted a mixed-methods research approach in which quantitative indicators—such as CGPA and attendance records—were complemented by insights from three focus group discussions conducted with the same cohort of students. The findings point to observed improvements in academic outcomes, students’ confidence, and their intrinsic motivation. At the same time, the study also highlights certain nuanced ethical concerns, particularly those related to growing dependence and the reliability of information. The research contributes to the theories of AI-mediated learning by generating empirical evidence from a developing nation context, with a special emphasis on culture-aligned adoption of AI. The study’s theoretical implications encompass curriculum design, institutional policies, and the ethical use of AI in higher education, with a special focus on the pathways towards the effective integration of GenAI in business and management studies.</p>

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Integrating GPT in undergraduate management education and its impact on performance and perception

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月3日

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  • Akhil Damodaran,
  • R. S. Aswani,
  • Shambhu Sajith

摘要

This research examines the effect of incorporating Generative Artificial Intelligence (GenAI), customised GPT-based systems, in Indian undergraduate management education. To address the gap in experimental research on AI-based pedagogy, we conducted a one-year intervention alongside traditional instruction and assessment, using AI-facilitated activities such as case simulations, adaptive quizzes, and automated feedback. We adopted a mixed-methods research approach in which quantitative indicators—such as CGPA and attendance records—were complemented by insights from three focus group discussions conducted with the same cohort of students. The findings point to observed improvements in academic outcomes, students’ confidence, and their intrinsic motivation. At the same time, the study also highlights certain nuanced ethical concerns, particularly those related to growing dependence and the reliability of information. The research contributes to the theories of AI-mediated learning by generating empirical evidence from a developing nation context, with a special emphasis on culture-aligned adoption of AI. The study’s theoretical implications encompass curriculum design, institutional policies, and the ethical use of AI in higher education, with a special focus on the pathways towards the effective integration of GenAI in business and management studies.