This chapter examines the pedagogical challenges in International Business Communication (IBC) arising from the integration of Artificial Intelligence (AI). Through an exploratory case study framed within pedagogical action research, the chapter analyzes student interactions, collaborative artifacts, and reflective portfolios to explore how IBC reasoning skills such as intercultural framing, negotiation of meaning, and coordination under uncertainty are developed in AI-enhanced learning environments. Findings revealed a shift from traditional, teacher-led, product-oriented instruction to collaborative, process-oriented frameworks. In this context, students actively engaged in designing and regulating their own coordination systems. They enhanced their organizational skills by negotiating norms, managing distributed workflows, and navigating human-AI collaboration, including the establishment of shared protocols for AI-supported drafting and quality control. Furthermore, reflective practices evolved from retrospective assessments to forward-looking, action-oriented reasoning, thereby making adaptive thinking more visible. These results found that a focus on IBC fosters future skills by emphasizing collaboration and reflection as essential competencies. This approach enabled learners to effectively engage with AI while maintaining human agency, intercultural dialogue, and the co-creation of knowledge. The chapter concludes that addressing AI-driven shifts in communication practices represents a critical pedagogical response for the discipline of IBC, offering a model for human-centric learning in this evolving field.