Abstract
AI-driven tools are transforming business education by enhancing content delivery, student engagement, and course management. These tools can revolutionize instructional and learning design, facilitating quality assessment, and personalized tutoring, while also improving accessibility to educational resources. Constructivism, an educational theory that emphasizes the active role of learners in constructing their understanding and knowledge through experiences and reflection, is enabled by advancements in AI. AI-driven tools can significantly enhance the constructivist learning approach by creating interactive and engaging learning environments. Natural Language Processing tools and chatbots provide immediate, personalized feedback, fostering continuous assessment and reflection. Simulations and AI-based content creation tools enable students to engage in experiential learning, critical for constructivism. These tools allow learners to immerse themselves in realistic business scenarios, promoting deep understanding through practical application. AI-driven ethics and bias detection tools ensure that educational content remains fair and inclusive, aligning with constructivist principles of reflective and equitable learning. This research investigates ten AI-driven tools available to business educators. These innovations allow educators to concentrate on teaching while AI handles routine and supportive tasks. A scoping review, aimed at addressing emerging topics, answering novel questions, generating new hypotheses, and identifying gaps in existing knowledge for further research, was employed in this study. The research summarizes published findings from over seventy publications on the usefulness of these tools and articulates their main benefits for teaching practice. The adoption of AI in business education thus aligns well with constructivist principles, promoting an educational paradigm that is dynamic, inclusive, and student-centred.
Author Information
Anshuman Khare, Athabasca University, Canada
Brian Stewart, Simon Fraser University, Canada
Paper Information
Conference: IICE2025
Stream: Design
This paper is part of the IICE2025 Conference Proceedings (View)
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To cite this article:
Khare A., & Stewart B. (2025) Taking It Personally or Getting Personal: Adopting AI Toolsets to Enable a Constructivist Approach to Education ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 15-34) https://doi.org/10.22492/issn.2189-1036.2025.2
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.2
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