Department
Teaching (M.A.)
Location
Bethel University
Document Type
Poster
Start Date
2-26-2025 3:00 PM
End Date
2-26-2025 5:00 PM
Abstract
Few studies have assessed artificial intelligence (AI) awareness and readiness among business educators or examined AI integration in education through a theoretical lens. This study, informed by the TPACK framework, explored the AI awareness and readiness of secondary and post-secondary business educators to guide educational stakeholders in supporting AI adoption. Using a non-experimental, descriptive design with quantitative survey methods, the study analyzed responses from business educators in the United States using descriptive and correlational statistics. Findings indicate that while most educators are interested in incorporating AI-based tools, they lack knowledge on effective classroom applications. Many use AI for personal tasks but struggle with instructional integration. Additionally, educators are not concerned about AI replacing their jobs, which may stem from a limited understanding of AI’s potential impact. These insights highlight the need for targeted professional development to enhance AI competency in business education.
Recommended Citation
Wickam, Molly J., "AI in Business Education: Are Educators Ready to Integrate Emerging Tools?" (2025). Day of Scholarship. 4.
https://spark.bethel.edu/dayofscholarship/spring2025/feb26/4
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
AI in Business Education: Are Educators Ready to Integrate Emerging Tools?
Bethel University
Few studies have assessed artificial intelligence (AI) awareness and readiness among business educators or examined AI integration in education through a theoretical lens. This study, informed by the TPACK framework, explored the AI awareness and readiness of secondary and post-secondary business educators to guide educational stakeholders in supporting AI adoption. Using a non-experimental, descriptive design with quantitative survey methods, the study analyzed responses from business educators in the United States using descriptive and correlational statistics. Findings indicate that while most educators are interested in incorporating AI-based tools, they lack knowledge on effective classroom applications. Many use AI for personal tasks but struggle with instructional integration. Additionally, educators are not concerned about AI replacing their jobs, which may stem from a limited understanding of AI’s potential impact. These insights highlight the need for targeted professional development to enhance AI competency in business education.
