Curating truth or simulating thought? The ethics of AI-generated case studies in business education

Purpose This paper aims to explore the ethical and pedagogical tensions arising from the integration of generative artificial intelligence (AI) in the creation of business case studies, with a particular focus on the evolving role of educators from solitary authors to intentional curators. Design/methodology/approach Using reflective practice and theoretical synthesis, the author draws upon a dual perspective as both an educator and an AI practitioner to develop two conceptual frameworks that support ethical human–AI collaboration in educational content design. Findings The study introduces two original conceptual tools: the Curated Authorship Model, which outlines four phases of ethical AI integration (AI generation, human curation, collaborative iteration and ethical accountability), and the 4W’s Ethical Framework, which helps educators evaluate what is gained, lost, neglected and newly accessed in AI-mediated pedagogy. These frameworks offer actionable guidance on issues of authorship, labor and authenticity. Originality/value This paper contributes to the emerging discourse on ethical content creation in AI-augmented education by foregrounding educator intentionality over automation. The proposed models are original and designed specifically for navigating ethical dilemmas in human–AI pedagogical collaboration.