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Author ORCID Identifier

  1. Tianjiao Xu: https://orcid.org/0009-0004-4015-0027;
  2. Mohd Nazir Bin Zabit: https://orcid.org/0000-0001-7078-3280

Abstract

This study examines the incorporation of artificial intelligence (AI) into case-based teaching (CBT) within Master of Business Administration (MBA) programs in China, amidst the rapid digital transition in higher education. Guided by the Context–Input–Process–Product (CIPP) evaluation framework, the study adopted a qualitative design and conducted semi-structured interviews with five instructors from three core MBA courses. The findings indicate that AI enhanced classroom interaction and reduced teachers’ workload by supporting real-time feedback and dynamic discussion processes. Institutional support, including teacher training, digital infrastructure, and technical assistance, was recognized as a vital facilitator of effective implementation. Despite its various benefits, the study also identified shortcomings in AI-generated material, particularly in subject-specific depth and the potential for misleading outputs. Rather than replacing teachers, AI was found to serve as a cognitive instrument and pedagogical support tool, highlighting the continuing importance of teacher expertise and professional judgment. This study contributes to current discussions on AI-assisted pedagogy by providing empirical insights into teacher and AI collaboration in MBA case-based teaching.

First Page

71

Last Page

90

Ethics Approval

Yes

Declaration Statement

Data availability statement: The raw data supporting the research article will be made available upon proper request to the corresponding author.

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