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Empowering educators: A multi-case study investigating the transformative integration of generative AI tools for teaching in business education.

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Title: Empowering educators: A multi-case study investigating the transformative integration of generative AI tools for teaching in business education.
Authors: Portuguez-Castro, M.1,2 (AUTHOR) may.portuguez@pucp.edu.pe, Marchena Sekli, G.1,2 (AUTHOR)
Source: Journal of Education for Business. May/Jun2025, Vol. 100 Issue 4, p170-180. 11p.
Subject Terms: *Generative artificial intelligence, *Business education, *Effective teaching, Technological innovations, Task performance
Abstract: This study investigates the transformative role of Generative AI (GenAI) tools in enhancing educators' tasks and performance within higher education, utilizing the Technology-to-Performance Chain (TPC) model as a theoretical framework. The research focuses on how dimensions of Work Compatibility, Ease of Use, Ease of Learning, and Information Quality influence the adoption and perceived impact of GenAI on teaching effectiveness. Data were gathered through quantitative surveys and qualitative interviews with 26 educators from a graduate business school in Peru. Results indicate that perceived performance improvements and the quality of AI-generated information are pivotal for successful adoption, while ease of use and learning, though valued, play a secondary role. The findings provide critical insights into the integration of emerging technologies in academic contexts, offering practical recommendations to educators, administrators, and policymakers aiming to leverage AI-driven tools for pedagogical innovation. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Empowering educators: A multi-case study investigating the transformative integration of generative AI tools for teaching in business education.
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  Data: <searchLink fieldCode="AR" term="%22Portuguez-Castro%2C+M%2E%22">Portuguez-Castro, M.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> may.portuguez@pucp.edu.pe</i><br /><searchLink fieldCode="AR" term="%22Marchena+Sekli%2C+G%2E%22">Marchena Sekli, G.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+for+Business%22">Journal of Education for Business</searchLink>. May/Jun2025, Vol. 100 Issue 4, p170-180. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Generative+artificial+intelligence%22">Generative artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Business+education%22">Business education</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+innovations%22">Technological innovations</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink>
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  Data: This study investigates the transformative role of Generative AI (GenAI) tools in enhancing educators' tasks and performance within higher education, utilizing the Technology-to-Performance Chain (TPC) model as a theoretical framework. The research focuses on how dimensions of Work Compatibility, Ease of Use, Ease of Learning, and Information Quality influence the adoption and perceived impact of GenAI on teaching effectiveness. Data were gathered through quantitative surveys and qualitative interviews with 26 educators from a graduate business school in Peru. Results indicate that perceived performance improvements and the quality of AI-generated information are pivotal for successful adoption, while ease of use and learning, though valued, play a secondary role. The findings provide critical insights into the integration of emerging technologies in academic contexts, offering practical recommendations to educators, administrators, and policymakers aiming to leverage AI-driven tools for pedagogical innovation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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