Conclusion

This book examined the integration of AI and digital technologies into business education across Asia, revealing four meta-themes that cut across all chapters. Table 10.1 illustrates the synthesis of AI adoption in business education with key findings among selected chapters, regional examples, and critical challenges. For example, the first theme ‘curriculum reform’ has been developed based on the example of Taiwan’s institutional reform in Chapter 2 and reforming tourism education in China in Chapter 4 . The case of institutional reform in one of the Taiwanese universities focuses on the new development of business intelligence curricula with data analytics and programming as core competencies for developing students’ capabilities. It describes the driving forces and considerations behind the reform, and, considering the varying levels of information technology capabilities across different departments, designs a set of core and elective courses suitable for a business school in the digital era. The results show that four courses – Data Analysis and Statistics, Programming, Database, and Data Analytics – have successfully repositioned the College of Management. Using the Department of Accounting Information and the Department of Tourism as examples, it illustrates the benefits of this curriculum reform for students. However, they still face critical challenges such as uneven faculties and students’ technological readiness, as well as the need for ongoing faculty development.