The debate is over. Artificial intelligence (AI) is not just transforming business education; it is demanding a fundamental rethink of its core purpose.
The technology’s ability to rapidly process large data sets has made digital literacy a must-have skill for the next generation of corporate leaders, who will be tasked with deploying AI to maximise performance outcomes. Generative AIs (GenAI) like ChatGPT, Google Gemini or Mistral AI’s Le Chat are also able to assist with content creation, offering support across a range of business functions, from marketing analytics to consulting services and customer-facing chatbots.
This means the real challenge for business schools is no longer just to train managers who use AI tools, but to develop leaders who can strategize, govern, and innovate in an AI-driven economy.
Using AI effectively in business can help to streamline operations, reduce waste, improve the firm’s resilience, and generate new ideas, leading to more innovation. But being able to achieve this requires a combination of technical knowledge and an authentic leadership style, and that is what business education fosters.
At NEOMA Business School, we see this as a pedagogical revolution. We are committed to educating leaders capable of generating value while also creating a positive impact. But this requires moving beyond simply adding an “AI for Business” module. It demands a systemic shift where AI fluency is embedded across the entire curriculum, fostering a combination of technical foresight and authentic, human-centric leadership.
Beyond Theory: Teaching with AI, Not Just about AI
It is important that students are not only taught about AI; they must be taught with AI. Many institutions are scrambling to add AI courses. This is a reactive, insufficient response. True integration means students use AI daily, in a secure, ethical framework.
At NEOMA, we have deployed secure, Mistral AI’s Le Chat GenAI platforms at scale that act as a “pedagogical sandbox” for the moment to 100% of our faculty and our staff members but also to every new student as in September. This ensures formative experiences happen in an environment where students can test, probe, and challenge the technology and its outputs, with faculty guidance, at scale for the entire business school.
This digital transformation extends to our operations. At the same time, AI adoption in administrative tasks ensures resources are allocated where they will be most effective, creating the conditions for students to get the most value from their degrees.
Personalised support for students
One of the most revolutionary impacts of AI in business education is the shift to more personalised learning. Traditional teaching has often had a more one-size-fits-all approach out of necessity. AI systems give teaching staff the tools to tailor learning materials and the pace at which students move from one topic to the next to the needs of each individual.
Adaptive learning platforms analyse a learner’s performance, preferences, and progress, issuing customised feedback and recommendations for further reading. This ensures that learners grasp complex topics, such as financial modelling and marketing analytics, at their own pace, improving engagement and knowledge retention.
For instance, students with a high-performance record can automatically be assigned more challenging tasks, while those moving at a slower pace can be easily identified by teachers. Additional one-to-one support can then focus on the specific areas each student finds most challenging.
AI-generated analytics also help faculty to assess student outcomes more broadly. By reviewing large datasets, programme heads can identify any areas that are widely perceived as difficult by students and make informed improvements in course content and delivery.
While programme creation is always an intensive process that aims to create the most holistic learning experience possible, courses should still be continually reviewed and updated to ensure they remain relevant and engaging for students as industries evolve.
From Case Study to Sparring Partner: AI for Immersive Learning
Staying at the cutting-edge means integrating AI tools directly into class activities. Static, 20-page case studies are becoming obsolete. At NEOMA, we are now using AI to create dynamic, ‘unwinnable’ simulations where the AI acts as a “sparring partner”.
GenAI is often integrated in business case studies, allowing students to simulate real-world problem-solving scenarios, personas, or at least helping students to think (and not only to answer) about the case. These AI simulations replicate complex challenges for students to solve, from supply chain disruptions to financial crises. The result is a shift away from more passive approaches to absorbing course content and a greater emphasis on interactive learning that boosts engagement.
An AI tutor should never be used as a replacement for human interaction, but it can be used in a way that augments conversations. This is reflected in the rise of virtual teaching assistants and AI chatbots. These tools can provide students with round-the-clock access to academic support in an easily digestible format.
They do not replace the teacher’s role in structuring class discussions, but can be consulted with follow-up questions when faculty members are unavailable. This is an especially valuable resource in online programmes, where students are accessing course materials in different time zones. So, a never-sleeping AI chatbot who can answer questions and direct students to the appropriate reading material, lecture slides, or other resources provides a useful fallback.
The “Intelligent” University: AI for Operational Excellence
This systemic change is only possible if the institution itself models AI-native behaviour.From an administrative standpoint, AI can be used to enhance institutional efficiency and student recruitment. Predictive analytics can forecast enrolment trends, helping marketing teams to adapt their campaigns, creating messages for specific demographics backed by data without having to make assumptions.
AI can also be used to optimise resource allocation and identify at-risk students before they drop out, helping these students connect with academic advisors, course mentors, or student wellbeing services. This could make all the difference between them finding a way forward or deciding to exit the course.
Business schools are primarily academic institutions, but this goes beyond knowledge output. They also function as a supportive community of learners. Ensuring there are robust processes for identifying students who may be struggling with performance-related stress or time management helps schools to create a positive environment that boosts the rate of course completion and encourages applications.
The New Leadership Mandate
In this light, AI becomes far more than just a support tool; it is the catalyst for the most profound shift in business education in a century.
It is breaking the “one-to-many” teaching model, blurring the lines between learning and application, and forcing us to prioritize uniquely human skills: creativity, critical judgment, and ethical governance.
At NEOMA, we believe the business school of the future will not be judged by the AI tools it has, but by the leaders it produces who can master and strategize them. The systemic change is here. The challenge now is one of vision and courage to operate the shift in higher education.
