As generative AI tools become increasingly accessible, educators in business studies are experimenting with new ways to integrate them into teaching and assessment. This paper presents a collection of practical strategies adopted by teachers across different areas of business education—including marketing, logistics, financial analysis, and leadership to incorporate generative AI into pedagogical practice. Drawing from course implementations and peer exchanges in spring 2025, this study highlights how educators are leveraging AI to enhance learning while preserving academic integrity.

The cases presented illustrate a variety of AI-supported learning activities, such as AI-generated case tasks, AI-assisted research assignments, and prototype development using visual AI tools. Students are encouraged not only to use AI for information gathering or problem-solving but also to document their process, analyze the reliability and usefulness of AI-generated output, and critically reflect on the value AI adds to their work.

Assessment methods have evolved in response to GenAI, with a strong emphasis on oral presentations, peer-review mechanisms, and in-class group discussions. These formats create opportunities for deeper engagement, authentic learning, and reduced susceptibility to AI-generated plagiarism. Digital platforms like Padlet and ITSlearning have been used to facilitate peer feedback and transparent grading. Teachers have also adopted AI for administrative tasks, such as creating quizzes and refining examination questions.

Challenges identified include the increased workload in group assessments, the risk of student overreliance on AI, and the need for clearer instructions and grading criteria. Educators note that transparent use of AI and the requirement to explain prompts and outcomes helps foster accountability and critical thinking.

This paper contributes to the ongoing development of didactical approaches that align with emerging technologies. It supports the view that generative AI should be positioned as a collaborative tool—complementing rather than replacing student thinking. The practical examples presented offer actionable insights for educators seeking to responsibly integrate AI into their teaching, while maintaining a strong pedagogical foundation.

Keywords: Generative AI, business education, assessment strategies, peer review, AI-supported learning, higher education.