A scoping review of generative artificial intelligence in business education: Implications for pedagogy and organisational decision making

Abstract Generative artificial intelligence is rapidly reshaping business education, presenting both opportunities and concerns for teaching, learning, and assessment. This study reviews how generative artificial intelligence has been addressed in business education research since 2023, with a focus on organisational and institutional implications. Using a scoping review guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) protocol, 32 peer-reviewed Scopus-indexed articles published between January 2023 and June 2025 were analysed. Four key themes emerge in the use of generative artificial intelligence: curriculum redesign, teaching practices, assessment integrity, and professional skills. Findings highlight benefits such as enhanced interactivity, personalised learning, reduced workload, greater accessibility, and stronger alignment with industry practices. However, challenges persist, including factual inaccuracies, reduced critical thinking, weakened assessment practices, and ethical concerns. Overall, generative artificial intelligence integration is both transformative and uneven, requiring careful and responsible adoption from an organisational context. The study outlines implications for educators, curriculum designers, and institutional policymakers aiming to develop a future-ready business education ecosystem.