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Integrating Generative Artificial Intelligence into University Curricula: Student Insights

Laura Rook & Melinda Plumb

Journal of University Teaching and Learning Practice2026https://doi.org/10.53761/jjzzd330article
ABDC C
Weight
0.50

What the paper says

As generative artificial intelligence (GenAI) is increasingly adopted in professional settings, universities face growing pressure to prepare students for a GenAI-integrated future. This study explores undergraduate business students’ perceptions of GenAI and its role in academic learning and career readiness, drawing on qualitative responses from 166 students enrolled in a capstone unit. Thematic analysis revealed strong support for integrating GenAI knowledge and application into higher education curricula, with students identifying three priority areas for development: (1) understanding and optimising GenAI functionality; (2) exploring GenAI applications across contexts; (3) navigating ethical and legal dimensions of GenAI. These findings highlight the value of student involvement in co-designing future-ready curricula and contribute to broader conversations on digital capability and employability.

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https://doi.org/https://doi.org/10.53761/jjzzd330

Or copy a formatted citation

@article{laura2026,
  title        = {{Integrating Generative Artificial Intelligence into University Curricula: Student Insights}},
  author       = {Laura Rook & Melinda Plumb},
  journal      = {Journal of University Teaching and Learning Practice},
  year         = {2026},
  doi          = {https://doi.org/https://doi.org/10.53761/jjzzd330},
}

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Evidence weight

0.50

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.50 × 0.4 = 0.20
M · momentum0.50 × 0.15 = 0.07
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.