ROUNDTABLE REVIEW
that purpose. We can help them do this through reflection and introspection and I’m not sure AI can do that. Where the technology can come in is in conducting an individual analysis of career aspiration once students have completed the core courses and started their electives. “From their course choices and some competence testing, we can deduce potential career goals and assess any gaps that might need to be filled. And I think it would be fantastic if the AI could then point out some asynchronous courses that can help them or inform the career services department as to what more needs to be done to enhance that individual’s prospects.” Xu Yong: “AI can certainly help students find the most effective way to develop their own skills. While this is clearly valuable, we also need to remember that education is a group activity and appreciate its social aspect. When students come together, they learn from each other and further develop positive human emotions, such as compassion and understanding of difference. So, I think we need to keep a balance between what’s termed as ‘personalised’ education and group education.”
be another recurring theme. However, I believe we all align and agree that AI is meant to augment, support and complement learning objectives and not replace it as a central focus.” James Njuguna: “The key message is to ensure that learning is about transformation and the extent to which participants can impact their own organisations and society at large. This means that they must still develop the knowledge and competencies needed to manage and lead their organisations. At the same time, they should understand how AI can be applied in the workplace to help address the challenges that our businesses and countries face in the same way as any other technology‑related tool.” Hassan Abu Bakar: “I believe we should embed it into our teaching and learning. At the MBA level in particular, I would emphasise the importance of developing experiential learning with the integration of AI and as mentioned earlier, the use of AI simulations.” Gaston Fornes: “Sometimes, we find ourselves focusing on the negative aspects, but we must also focus on the positive aspects of how AI can help us improve ourselves. For example, the reskilling of the labour force is a major challenge, but it’s amazing how people are already engaging with AI and working to enhance their opportunities. In this sense, we are currently finalising a programme with the Chamber of Commerce to train 10,000 micro and small businesses in AI because we believe people need to know how to use this technology.”
How do you believe AI and LLMs should be developing to support teaching & learning?
Desmond Yap: “There are a lot of complexities in this discussion, but today’s fundamental point is about the human input, whether this relates to students, faculty, institutional stakeholders or employers. The need to manage the emotions of fear, ego and trust seems to
Enhancing the experience
UBI Business School, established in 1992, is a globally connected institution offering programmes across campuses in Brussels, Luxembourg, Shanghai, Madrid and Guatemala in English, Chinese and Spanish. UBI is committed to balancing academic excellence with personalised guidance through the provision of hybrid, tech-enabled learning environments. A hallmark of the school’s innovation is Alexandria, an AI‑powered learning copilot developed in collaboration with Publicis Groupe that enhances the educational experience by providing adaptive, data-driven support tailored to individual student trajectories.
Ambition • ISSUE 1 • 2026 33
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