AMBA & BGA RESEARCH
TRAINING & INTEGRATION Delving deeper, the survey found that many leaders fear AI could precipitate an over-reliance on technology and a drop in students’ critical thinking – 81 per cent of leaders either agreed or strongly agreed that this is a concern. A further issue identified relates to measuring students’ progress, with 68 per cent agreeing or strongly agreeing that current assessment formats are not always properly adapted to the challenges created by AI. In addition, 66 per cent of respondents either agreed or strongly agreed that faculty confidence in identifying problematic AI‑assisted work is uneven. Matters such as these point to the value of faculty training on AI. Yet here there is a slight disconnect that highlights a potential area for development. On the one hand, 76 per cent of AMBA & BGA’s respondents agreed or strongly agreed that faculty are encouraged to engage with AI. Meanwhile, 63 per cent agreed or strongly agreed that their institution’s senior leadership actively supports the responsible integration of AI into teaching, learning and assessment. However, just 47 per cent agreed or strongly agreed that their institution provides effective training for staff on the responsible and pedagogically appropriate use of the technology. Furthermore, only 36 per cent agreed or strongly agreed that students receive effective training and guidance on responsible AI use. While partial adoption of AI is widespread, therefore, findings like these help to pinpoint why there may be some way to go until we see AI firmly embedded into business education. The full report, entitled From Pilots to Practice , is out soon and was produced by AMBA & BGA in association with Alexandr.ia, an AI-powered learning platform co-developed by UBI Business School and Publicis.
OF SCHOOL LEADERS SAY THEIR INSTITUTION CURRENTLY USES AI AS PART OF THEIR TEACHING AND LEARNING DESIGN 87 %
Business Impact • ISSUE 5 • 2026
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