The tech industry is increasingly emphasizing the importance of generative artificial intelligence in the future of work and education. Despite initial skepticism, educators are exploring how to integrate AI into their teaching methods. One such educator at the University of Wisconsin-Stout has developed a business technology class incorporating AI tools.
Last semester, a course was designed to include generative AI tools in its curriculum. The goal was to prepare students for an AI-driven world by emphasizing critical thinking and understanding how these tools function. The program director at the university expressed both enthusiasm and caution regarding AI’s potential impact on ethics, responsibility, and readiness.
In spring 2025, the University of Wisconsin-Stout initiated a pilot project with Microsoft 365 Copilot for Business. This tool integrates with applications like Word, Excel, Outlook, PowerPoint, OneDrive, and Teams—tools already familiar to students. As part of their senior capstone course, students were encouraged to use Copilot throughout the semester without specific tasks assigned.
Students quickly adapted from curiosity to confidence in using Copilot for Business. They utilized it for summarizing meetings, drafting presentations, and writing emails more efficiently. However, some faced challenges in crafting effective prompts and verifying AI-generated content.
While acknowledging that higher costs might limit future use of Copilot for Business in classes, plans are underway to expand generative AI tool usage across courses. The aim is not only to build AI literacy but also to integrate these tools into everyday academic work responsibly.
Educators face challenges in ensuring that students continue developing original thoughts while using AI tools efficiently. Balancing critical thinking with technological advancements remains a priority as they explore ways to incorporate meaningful learning experiences alongside emerging technologies.
