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Assessing The Role of Artificial Intelligence in Shaping Business Education Curriculum
Subject area: Management and Commerce · Area of research: Education
DOI: https://doi.org/10.64388/IREV9I6-1712525
Abstract
This study critically examines the role of Artificial Intelligence (AI) in shaping Business Education curriculum in Nigeria with particular emphasis on its influence on student learning outcomes, curriculum development, and inclusivity and by adopting a mixed-methods approach, qualitative and quantitative surveys were conducted amidst 215 stakeholders purposively selected through a multistage sampling technique from kwara state public and private tertiary institutions while the research instruments were rigorously validated by three experts and yielded a high reliability coefficient of 0.92. Empirical findings indicate that AI substantially enhances student learning outcomes, including engagement (Mean = 3.26, STD = 0.594), problem-solving abilities (Mean = 3.56, STD = 0.638), personalized learning experiences (Mean = 3.50, STD = 0.633), and overall academic performance (Mean = 3.48, STD = 0.633). Educators similarly recognize AI?s efficacy in reshuffling curriculum design (Average score = 3.46, STD = 0.65), reducing instructional workload, and enriching learning materials. Furthermore, AI promotes inclusivity by improving accessibility for learners and students with disability (Average score = 3.46, STD = 0.633) and bridging educational disparities (Mean = 3.56, STD = 0.638). The study concludes that Artificial Intelligence significantly enriches learning, modernizes curriculum processes, promotes inclusivity, and recommend its strategic integration alongside traditional pedagogy to enhance instructional quality, reduce workload, and support equitable Business Education practice.
Keywords
Artificial Intelligence, Personalized Learning, Curriculum Development, Educational Inclusivity, Business Education
How to cite this paper
@article{1712525,
author = {Oba Rasak Bolanta (Ph.D.)},
title = {Assessing The Role of Artificial Intelligence in Shaping Business Education Curriculum},
journal = {Iconic Research And Engineering Journals},
year = {2025},
volume = {9},
number = {6},
pages = {453-462},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1712525.pdf},
abstract = {This study critically examines the role of Artificial Intelligence (AI) in shaping Business Education curriculum in Nigeria with particular emphasis on its influence on student learning outcomes, curriculum development, and inclusivity and by adopting a mixed-methods approach, qualitative and quantitative surveys were conducted amidst 215 stakeholders purposively selected through a multistage sampling technique from kwara state public and private tertiary institutions while the research instruments were rigorously validated by three experts and yielded a high reliability coefficient of 0.92. Empirical findings indicate that AI substantially enhances student learning outcomes, including engagement (Mean = 3.26, STD = 0.594), problem-solving abilities (Mean = 3.56, STD = 0.638), personalized learning experiences (Mean = 3.50, STD = 0.633), and overall academic performance (Mean = 3.48, STD = 0.633). Educators similarly recognize AI?s efficacy in reshuffling curriculum design (Average score = 3.46, STD = 0.65), reducing instructional workload, and enriching learning materials. Furthermore, AI promotes inclusivity by improving accessibility for learners and students with disability (Average score = 3.46, STD = 0.633) and bridging educational disparities (Mean = 3.56, STD = 0.638). The study concludes that Artificial Intelligence significantly enriches learning, modernizes curriculum processes, promotes inclusivity, and recommend its strategic integration alongside traditional pedagogy to enhance instructional quality, reduce workload, and support equitable Business Education practice.},
keywords = {Artificial Intelligence, Personalized Learning, Curriculum Development, Educational Inclusivity, Business Education},
month = {December},
doi = {https://doi.org/10.64388/IREV9I6-1712525}
}