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AI Literacy and Ethical Capability in Business Education: A Structured Narrative Review and Competency Framework

Primary research

#503

T1new
Topic
unassigned (set during synthesis)
First seen
2026-07-21 07:15:56
Last seen
2026-07-21 07:15:56

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  • Semantic Scholar2026-07-21 07:15:18
    AI Literacy and Ethical Capability in Business Education: A Structured Narrative Review and Competency Framework

    Business schools need to prepare graduates for workplaces in which generative artificial intelligence (GenAI) shapes analysis, communication, customer insight, and decision support. Yet the field still lacks a business-school-specific account of what students should learn beyond tool familiarity. This structured narrative review synthesizes recent literature on AI literacy, business-student preparedness, ethical readiness, and curriculum integration in business education. It draws together four areas of evidence: business-student readiness and adoption, AI literacy and competency frameworks, AI ethics literacy and ethical reflection, and business-school curriculum and implementation. The literature indicates that business students increasingly use GenAI, although much current use remains concentrated in general-purpose academic tasks. More advanced business applications, especially data analysis and decision support, appear less developed. Ethics belongs within business AI literacy because privacy, bias, accountability, transparency, disclosure, and professional responsibility shape managerial use of AI. The review proposes a five-domain Business AI Literacy and Ethical Capability Framework: foundational AI and generative AI understanding, business application and decision-support fluency, critical evaluation and verification, ethical and governance judgment, and transparent professional communication and adaptive learning. The framework begins with recurring AI literacy dimensions in the literature and adapts them to business education using business-student and business-school evidence. It also outlines a three-stage curriculum progression model and discusses implications for pedagogy, assessment, faculty development, and institutional policy. The framework gives business schools a practical way to connect AI use with verification, ethics, and professional judgment across the curriculum.