In 2025, AI is rapidly reshaping future careers. According to GMAC’s latest Corporate Recruiters Survey, global employers predict that knowledge of AI tools will be the fastest growing essential skill for new business hires over the next five years. 

Business students are already seeing AI’s value. More than three-quarters of business schools have already integrated AI into their curricula—from essay writing to personal tutoring, career guidance to soft-skill development.

BusinessBecause hears from current business students about how AI is reshaping the business school learning experience.

The benefits and drawbacks of using AI for essay writing

Many business school students are gaining firsthand experience of using AI to assist their academic work. At Rotterdam School of Management, Erasmus University in the Netherlands, students are required to use AI tools when submitting essays, alongside a log of their interactions.

“I was quite surprised when we were explicitly instructed to use AI for an assignment,” said Lara Harfner, who is studying International Business Administration (IBA) at RSM. “I liked the idea. But at the same time, I wondered what we would be graded on, since it was technically the AI generating the essay.”

Lara decided to approach this task as if she were writing the essay herself. She began by prompting the AI to brainstorm around the topic, research areas using academic studies and build an outline, before asking it to write a full draft.

However, during this process Lara encountered several problems. The AI-generated sources were either non-existent or inappropriate, and the tool had to be explicitly instructed on which concepts to focus on. It tended to be too broad, touching on many ideas without thoroughly analyzing any of them.

“In the end, I felt noticeably less connected to the content,” Lara says. “It didn’t feel like I was the actual author, which made me feel less responsible for the essay, even though it was still my name on the assignment.”

Despite the result sounding more polished, Lara thought she could have produced a better essay on her own with minimal AI support. What’s more, the grades she received on the AI-related assignments were below her usual average. “To me, that shows that AI is a great support tool, but it can’t produce high-quality academic work on its own.”

AI-concerned employers who took part in the Corporate Recruiters Survey echo this finding, stating that they would rather GME graduates use AI as a strategic partner in learning and strategy, than as a source for more and faster content.

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How business students use AI as a personal tutor

Daniel Carvalho, a Global Online MBA student, also frequently uses AI in his academic assignments, something encouraged by his professors at Porto Business School (PBS).

However, Daniel treats AI as a personal tutor, asking it to explain complex topics in simple terms and deepen the explanation. On top of this, he uses it for brainstorming ideas, summarizing case studies, drafting presentations and exploring different points of view.

“My MBA experience has shown me how AI, when used thoughtfully, can significantly boost productivity and effectiveness,” he says.

Perhaps one of the most interesting ways Daniel uses AI is by turning course material into a personal podcast. “I convert text-based materials into audio using text-to-speech tools, and create podcast-style recaps to review content in a more conversational and engaging way. This allows me to listen to the materials on the go—in the car or at the gym.”

While studying his financial management course, Daniel even built a custom GPT using course materials. Much like a personal tutor, it would ask him questions about the material, validate his understanding, and explain any questions he got wrong. “This helped reinforce my knowledge so effectively that I was able to correctly answer all multiple-choice questions in the final exam,” he explains.

Similarly, at Villanova School of Business in the US, Master of Science in Business Analytics and AI (MSBAi) students are building personalized AI bots with distinct personalities. Students embed reference materials into the bot which then shape how the bot responds to questions. 

“The focus of the program is to apply these analytics and AI skills to improve business results and career outcomes,” says Nathan Coates, MSBAi faculty director at the school. “Employers are increasingly looking for knowledge and skills for leveraging GenAI within business processes. Students in our program learn how AI systems work, what their limitations are, and what they can do better than existing solutions.”

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The common limitations of using AI for academic work

Kristiina Esop, who is studying a doctorate in Business Administration and Management at Estonian Business School, agrees that AI in education must always be used critically and with intention. She warns students should always be aware of AI’s limitations.

Kristiina currently uses AI tools to explore different scenarios, synthesize large volumes of information, and detect emerging debates—all of which are essential for her work both academically and professionally.

However, she cautions that AI tools are not 100% accurate. Kristiina once asked ChatGPT to map actors in circular economy governance, and it returned a neat, simplified diagram that ignored important aspects. “That felt like a red flag,” she says. “It reminded me that complexity can’t always be flattened into clean logic. If something feels too easy, too certain—that’s when it is probably time to ask better questions.”

To avoid this problem, Kristiina combines the tools with critical thinking and contextual reading, and connects the findings back to the core questions in her research. “I assess the relevance and depth of the sources carefully,” she says. “AI can widen the lens, but I still need to focus it myself.”

She believes such critical thinking when using AI is essential. “Knowing when to question AI-generated outputs, when to dig deeper, and when to disregard a suggestion entirely is what builds intellectual maturity and decision-making capacity,” she says.

This is also what Wharton management professor Ethan Mollick, author of Co Intelligence: Living and Working with AI and co-director of the Generative AI Lab believes. He says the best way to work with [generative AI] is to treat it like a person. “So you’re in this interesting trap,” he says. “Treat it like a person and you’re 90% of the way there. At the same time, you have to remember you are dealing with a software process.”

Hult International Business School, too, expects its students to use AI in a balanced way, encouraging them to think critically about when and how to use it. For example, Rafael Martínez Quiles, a Master’s in Business Analytics student at Hult, uses AI as a second set of eyes to review his thinking. 

“I develop my logic from scratch, then use AI to catch potential issues or suggest improvements,” he explains. “This controlled, feedback-oriented approach strengthens both the final product and my own learning.”

At Hult, students engage with AI to solve complex, real-world challenges as part of the curriculum. “Practical business projects at Hult showed me that AI is only powerful when used with real understanding,” says Rafael. “It doesn’t replace creativity or business acumen, it supports it.”

As vice president of Hult’s AI Society, N-AIble, Rafael has seen this mindset in action. The society’s members explore AI ethically, using it to augment their work, not automate it. “These experiences have made me even more confident and excited about applying AI in the real world,” he says.

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The AI learning tools students are using to improve understanding

In other business schools, AI is being used to offer faculty a second pair of hands. Nazarbayev University Graduate School of Business has recently introduced an ‘AI Jockey’. Appearing live on a second screen next to the lecturer’s slides, this AI tool acts as a second teacher, providing real-time clarifications, offering alternate examples, challenging assumptions, and deepening explanations. 

“Students gain access to instant, tailored explanations that complement the lecture, enhancing understanding and engagement,” says Dr Tom Vinaimont, assistant professor of finance, Nazarbayev University Graduate School of Business, who uses the AI jockey in his teaching. 

Rather than replacing the instructor, the AI enhances the learning experience by adding an interactive, AI-driven layer to traditional teaching, transforming learning into a more dynamic, responsive experience.

“The AI Jockey model encourages students to think critically about information, question the validity of AI outputs, and build essential AI literacy. It helps students not only keep pace with technological change but also prepares them to lead in an AI-integrated world by co-creating knowledge in real time,” says Dr Vinaimont.

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How AI can be used to encourage critical thinking among students

So, if you’re looking to impress potential employers, learning to work with AI while a student is a good place to start. But simply using AI tools isn’t enough. You must think critically, solve problems creatively and be aware of AI’s limitations. 

Most of all, you must be adaptable. GMAC’s new AI-powered tool, Advancery, helps you find graduate business programs tailored to your career goals, with AI-readiness in mind.

After all, working with AI is a skill in itself. And in 2025, it is a valuable one.

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