Generative AI is Transforming the Workplace: A New Approach to Teaching Business Technology
By Camille Banger, Assistant Professor in Business Information Technology, University of Wisconsin-Stout
Published July 22, 2025
Generative artificial intelligence (AI) is rapidly reshaping the future of work and learning. As companies increasingly integrate AI into their operations, educators face the challenge of preparing students for this evolving landscape. Recognizing this shift, Camille Banger, Assistant Professor and program director of the Business Information Technology bachelor’s degree at the University of Wisconsin-Stout, designed a business technology course that integrates generative AI tools directly into the curriculum.
The Digital Transformation of the Workplace
According to the 2025 McKinsey Global Survey on AI, 78% of organizations have adopted AI in at least one business function. Many are actively reskilling employees to meet new technological demands, underscoring the urgency for educational institutions to adapt accordingly. For Banger, this presented both an opportunity and a personal challenge.
“I was skeptical at first about bringing AI into the classroom,” Banger admits. “There are clear benefits, but also significant questions around ethics, responsibility, and students’ readiness.” Instead of waiting for all the answers, she chose to experiment with integrating AI tools into her teaching to uncover what preparation for an AI-driven workplace truly entails.
Embedding AI in the Classroom
In Spring 2025, the University of Wisconsin-Stout participated in a pilot program allowing select faculty and staff to explore Microsoft 365 Copilot for Business. This AI-powered tool enhances familiar applications such as Word, Excel, Outlook, PowerPoint, OneDrive, and Teams—programs already widely used by students.
Taking advantage of this, Banger incorporated Copilot into a senior capstone course. Rather than prescribing specific AI-related assignments, she encouraged students to use Copilot throughout the semester and maintain reflective journals documenting their AI experiences. The goal was clear: build familiarity, fluency, and critical understanding of when and how AI can best be used in their academic and future professional lives.
Students’ Experiences: From Curiosity to Confidence
The students quickly moved from initial curiosity to confident use of AI tools. While many were already familiar with AI chatbots like ChatGPT or Google Gemini, Copilot’s integration with their personal documents and communications made it particularly relevant.
Students reported utilizing Copilot to:
- Summarize video meetings on Microsoft Teams, saving time on note-taking or rewatching sessions.
- Draft polished emails and PowerPoint slides.
- Review assignments against grading rubrics to boost confidence prior to submission.
Yet, students also encountered challenges. Writing effective prompts to guide the AI was initially difficult, requiring trial and error. Some experienced “hallucinations,” instances where Copilot generated inaccurate or fabricated information, underscoring the importance of verifying AI outputs. Additionally, some students noted the need to consciously remind themselves to integrate Copilot into their workflow rather than reverting to familiar tools.
These reflections emphasized that adopting AI in work and study is not simply about access to technology, but about cultivating habits, judgment, and critical evaluation skills.
The Educational Imperative: Responsible and Thoughtful AI Use
Banger stresses the need to view AI not as a shortcut or replacement for learning but as a powerful aid to support original thinking. She advocates for students to create their own content first, then use AI to review and refine it—thereby maintaining ownership while benefiting from AI’s assistance.
This approach seeks to balance fostering creativity and critical thinking with leveraging AI’s efficiency. It also addresses concerns raised by early research about “cognitive offloading,” where heavy reliance on AI can reduce students’ mental effort and confidence in their own problem-solving abilities.
“These are difficult but essential questions for education today,” Banger observes. “How do we ensure meaningful learning persists? How do we promote ethical AI use? How do we design assignments that encourage original thought alongside AI support?”
Looking Forward: Expanding AI Literacy
Though the cost of tools like Copilot may restrict their widespread adoption in the near term, Banger intends to continue integrating generative AI across her courses. Her vision is for AI literacy to become a routine part of academic life, equipping students with thoughtful, responsible technology skills essential for the modern workforce.
The pilot project reaffirmed that successful AI integration involves more than tools; it requires creating an environment where students can explore, experiment, reflect, and critically assess AI’s role in their personal and professional development.
As educators embark on this new chapter, Banger offers one key piece of advice: “Start small, be transparent, and engage in open conversations with students.” This ethos will guide her teaching as AI becomes an integral part of education and the workplace alike.
This article is part of a series exploring the impact of artificial intelligence on work and education. Camille Banger declares no conflicts of interest related to the content discussed.
For further reading: The Conversation – Generative AI and the Future of Work