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The tech world says generative artificial intelligence is essential for the and . But as an educator, I still wonder: Is it really worth bringing it into the classroom? Will these tools truly help students learn, or create new challenges we haven鈥檛 yet faced?
Like , I was skeptical but knew I couldn鈥檛 ignore it. So, instead of waiting for all the answers, I decided to dive in and discover what preparing students for an AI-powered world really means beyond the hype. Last semester, I developed a business technology class where the latest generative AI tools were woven into the curriculum.
What I found is that AI productivity products have a learning curve, much like other applications that students, and ultimately white-collar workers, use in knowledge work. But I needed to adjust how I taught the class to emphasize critical thinking, reflection on how these tools are being used and checks against the errors they produce.
The project
It 黑料社区. no secret that generative AI is changing how people work, learn and teach. According to the , 78% of respondents said their organizations use AI in at least one business function, and many are actively reskilling their workforce or training them with new skills to meet the demands of this shift.
As program director of the Business Information Technology bachelor 黑料社区. degree program at the University of Wisconsin-Stout, Wisconsin 黑料社区. polytechnic university, I spend a lot of time thinking about how to prepare students for the workplace. I鈥檓 also an AI enthusiast, but a skeptical one. I believe in the power of these tools, but I also know they raise questions about ethics, responsibility and readiness.
So, I asked myself: How can I make sure our students are ready to use AI and understand it?
In spring 2025, University of Wisconsin-Stout launched a pilot for a small group of faculty and staff to explore . Since it works alongside tools such as Word, Excel, Outlook, PowerPoint, OneDrive and Teams, which are products our students already use, I saw an opportunity to bring these latest AI features to them as well.
To do that, I built an exploratory project into our senior capstone course. Students were asked to use Copilot for Business throughout the semester, keep a journal reflecting on their experience and develop practical use cases for how AI could support them both as students and future professionals. I didn鈥檛 assign specific tasks. Instead, I encouraged them to explore freely.
My goal wasn鈥檛 to turn them into AI experts overnight. I wanted them to build comfort, fluency and critical awareness about how and when to use AI tools in real-world contexts.
What my students and I learned
What stood out to me the most was how quickly students moved from curiosity to confidence.
Many of them had already experimented with tools such as ChatGPT and Google Gemini, but Copilot for Business was a little different. It worked with their own documents, emails, meeting notes and class materials, which made the experience more personal and immediately relevant.
In their journals, students described how they used Copilot to summarize Teams video meetings, draft PowerPoint slides and write more polished emails. One student said it saved them time by generating summaries they could review after a meeting instead of taking notes during the call or rewatching a recording. Another used it to check their assignment against the rubric 鈥 a scoring tool that outlines the criteria and performance levels for assessing student work 鈥 to help them feel more confident before submitting their work.
Several students admitted they struggled at first to write effective prompts 鈥 the typed requests that guide the AI to generate content 鈥 and had to experiment to get the results they wanted. A few reflected on instances where Copilot, like other generative AI tools, produced inaccurate or made-up information, or , and said they learned to double-check its responses. This helped them understand the importance of verifying AI-generated content, especially in academic and professional settings.
Some students also said they had to remind themselves to use Copilot instead of falling back on other tools they were more familiar with. In some cases, they simply forgot Copilot was available. That feedback showed me how important it is to give students time and space to build new habits around emerging technologies.
What 黑料社区. next
While Copilot for Business worked well for this project, its higher cost compared with previous desktop productivity apps may limit its use in future classes and raises ethical questions about access.
That said, I plan to continue expanding the use of generative AI tools across my courses. Instead of treating AI as a one-off topic, I want it to become part of the flow of everyday academic work. My goal is to help students and use these tools responsibly and thoughtfully, as a support for their learning, not a replacement for it.
Historically, software programs enabled people to produce content, such as text documents, slides or the like, whereas generative AI tools produce the 鈥渨ork鈥 based on user prompts. This shift requires a higher level of awareness about what students are learning and how they鈥檙e engaging with the materials and the AI tool.
This pilot project reminded me that integrating AI into the classroom isn鈥檛 just about giving students access to new tools. It 黑料社区. about creating space to explore, experiment, reflect and think critically about how these tools fit into their personal and professional lives and, most importantly, how they work.
As an educator, I鈥檓 also thinking about the deeper questions this technology raises. How do we ensure that students continue developing original thoughts and critical thinking when AI can easily generate ideas or content? How can we preserve meaningful learning while still taking advantage of the efficiency these tools offer? And what kinds of assignments can help students use AI effectively while still demonstrating their own thinking?
These aren鈥檛 just theoretical concerns. Early studies have identified 鈥 when performing tasks, such as writing essays with AI. Studies have also shown that using AI can reduce cognitive effort and even affect . This highlights the importance of alongside AI use.
These questions aren鈥檛 easy, but they are important. Higher education has an important role to play in helping students use AI and understand its impact and their responsibility in shaping how it 黑料社区. used.
Striking the right balance between fostering original thought and critical thinking with AI can be tricky. One way I鈥檝e approached this is encouraging students to first create their content on their own, then use AI for review. This way, they maintain ownership of their work and see AI as a helpful tool rather than a shortcut. It 黑料社区. all about knowing when to leverage AI to refine or enhance their ideas.
One piece of advice I received that really stuck with me was this: Start small, be transparent and talk openly with your students. That 黑料社区. what I did, and it 黑料社区. what I鈥檒l continue doing as I enter this next chapter of teaching and learning in the age of AI.
