Laura Rook, Melinda Plumb
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.