Reframing AI Literacy in Higher Education: Designing Curricula for Ethically Competent Managers

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

AI literacy is repeatedly defined as extending beyond technical knowledge to include critical, societal, and institutional awareness.

“Second, AI literacy is repeatedly defined as extending beyond technical knowledge to include critical, societal, and institutional awareness.”

Classified as probably not a substantial claim.

Through abductive coding, contributions were synthesized to identify recurrent pedagogical logics and competence clusters informing the framework's construction.

“Through abductive coding, these contributions were synthesized to identify recurrent pedagogical logics and competence clusters informing the framework's construction.”

Classified as probably not a substantial claim. May combine two claims.

The framework articulates three developmental blocks: conceptual foundations of AI systems; ethical reasoning and reflection; and applied managerial context, complemented by a cross-cutting dimension.

“The resulting framework articulates three developmental blocks: conceptual foundations of AI systems; ethical reasoning and reflection; and applied managerial context-complemented by a cross-cutting dimension dedicated to”

Classified as probably not a substantial claim.

The screening process resulted in the selection of 109 articles for full-text analysis.

“This screening process resulted in the selection of 109 articles for full-text analysis.”

May combine two claims.

There was substantial overlap between Web of Science and Scopus in highly indexed journals, producing a large proportion of duplicates.

“Given the substantial overlap between the two databases in highly indexed journals, a large proportion of records consisted of duplicates appearing in both platforms.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The final dataset consisted of 581 unique articles eligible for screening.

“The final dataset consisted of 581 unique articles eligible for the screening phase.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The initial search retrieved 432 records from Web of Science and 377 from Scopus.

“The initial search retrieved 432 records from Web of Science and 377 from Scopus.”

May combine two claims.

Studies document that ethical oversights in AI adoption lead to governance failures, reputational damage, and strategic misalignment.

“Studies document how ethical oversights in AI adoption lead to governance failures, reputational damage, and strategic misalignment”

Classified as probably not a substantial claim. May combine two claims.

These contributions consistently highlight how ethical failures translate into reputational, legal, and strategic consequences, reinforcing the managerial relevance of ethical competence.

“These contributions consistently highlight how ethical failures translate into reputational, legal, and strategic consequences, reinforcing the managerial relevance of ethical competence.”

Probably not a substantial claim: may not pass S2 (checkable).

Ethical reasoning must be structurally embedded in strategic processes rather than treated as ex-post compliance.

“ethical reasoning must be structurally embedded in strategic processes rather than treated as ex-post compliance”

May combine two claims.

The literature converges on the limitations of lecture-based instruction and highlights the value of experiential, case-based, and project-oriented methods, as well as modular and stackable learning designs suited to professional and lifelong learning contexts.

“the literature converges on the limitations of lecture-based instruction and highlights the value of experiential, case-based, and project-oriented methods, as well as modular and stackable learning designs suited to professional and lifelong learning contexts”

Classified as probably not a substantial claim. May combine two claims.

Managers are expected to understand AI systems sufficiently to question outputs, assess risks, and recognize broader social implications, without being required to design or program algorithms.

“Managers are expected to understand AI systems sufficiently to question outputs, assess risks, and recognize broader social implications, without being required to design or program algorithms”

May combine two claims.

The thematic map positions artificial intelligence, education, and AI ethics as basic themes, highly central to the field yet characterized by relatively low internal density.

“The thematic map (Figure 3) positions artificial intelligence, education, and AI ethics as basic themes, highly central to the field yet characterized by relatively low internal density.”

May combine two claims.

The rise of generative AI intensifies concerns related to epistemic authority, authorship, and cognitive offloading, requiring updated forms of critical and ethical literacy.

“In particular, the rise of generative AI intensifies concerns related to epistemic authority, authorship, and cognitive offloading, requiring updated forms of critical and ethical literacy”

Classified as probably not a substantial claim.

A third thematic cluster concerns the situated application of ethical reasoning within concrete managerial contexts.

“A third thematic cluster emerging from the synthesis concerns the situated application of ethical reasoning within concrete managerial contexts.”

May combine two claims.

The thematic analysis identified four robust thematic clusters, each supported by multiple sources and consistently co-occurring across different educational contexts.

“This process resulted in the identification of four robust thematic clusters, each supported by multiple sources and consistently co-occurring across different educational contexts.”

Classified as probably not a substantial claim.

The third building block, Applied Managerial Contexts, derives from the recurring emphasis placed in the reviewed studies on translating ethical reflection into organizational judgment within specific managerial functions.

“This block derives from the recurring emphasis placed in the reviewed studies on translating ethical reflection into organizational judgment within specific managerial functions”

Probably not a substantial claim: may not pass S4 (based).

The literature repeatedly notes that isolated modules or one-off interventions fail to produce durable competencies, particularly in fast-evolving technological domains.

“The literature repeatedly notes that isolated modules or one-off interventions fail to produce durable competencies, particularly in fast-evolving technological domains.”

Probably not a substantial claim: may not pass S3 (load-bearing).

A second, analytically distinct thematic cluster centers on ethical reasoning and moral reflection.

“A second, analytically distinct thematic cluster centers on ethical reasoning and moral reflection.”

Classified as probably not a substantial claim. May combine two claims.

The four building blocks emerged from the main findings of the qualitative synthesis: the need for interpretive AI understanding beyond technical proficiency; the centrality of ethical reasoning and stakeholder awareness; the importance of contextualized managerial application; and the growing emphasis on integrated and experience-based pedagogical models developed over time.

“Specifically, the four building blocks emerged from the main findings of the qualitative synthesis: the need for interpretive AI understanding beyond technical proficiency; the centrality of ethical reasoning and stakeholder awareness; the importance of contextualized managerial application; and the growing emphasis on integrated and experience-based pedagogical models developed over time.”

Classified as probably not a substantial claim.

AI literacy encompasses not only technical competencies but also societal awareness.

“AI literacy encompasses not only | technical competencies but also | societal awareness”

• cites Lu and Lin (2025)Not checked yet

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• cites Ng et al. (2021)Not checked yet

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• cites Zhang et al. (2023)Not checked yet

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Conceptual categories are iteratively refined through the interaction between empirical patterns and pedagogical theory, leading to a structured representation of a previously fragmented field.

“Conceptual categories are iteratively refined through the interaction between empirical patterns and pedagogical theory, leading to a structured representation of a previously fragmented field.”

Classified as probably not a substantial claim.

The study proposes the Ethical AI Literacy Framework for Management Education, a pedagogical architecture grounded in qualitative synthesis.

“This study addresses this gap by proposing the Ethical AI Literacy Framework for Management Education, a pedagogical architecture grounded in qualitative synthesis.”

May combine two claims.

For management, AI's technical features translate into strategic risks, primarily due to the black-box nature of algorithmic processes, biases embedded in training data, and the potential for unintended discrimination.

“For management, these technical features translate into strategic risks, primarily due to the”

• cites Binns, 2018Not checked yet

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• cites Mittelstadt et al., 2016Not checked yet

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• cites Zarsky, 2016Not checked yet

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Probably not a substantial claim: may not pass S4 (based).

Ethical AI competencies often remain dispersed across isolated courses or institutional initiatives, limiting their cumulative development and practical transferability to organizational decision-making.

“As a result, ethical AI competencies often remain dispersed across isolated courses or institutional initiatives, limiting their cumulative development and practical transferability to organizational decision-making.”

• AssumptionRests on an assumption: Existing managerial ethics frameworks often fall short because they were designed for human-to-human interactions and are not fully equipped to address the distinctive challenges posed by algorithmic decision-making.

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Managerial competence must evolve toward reflexive oversight, recognizing that delegating decision-making to machines does not diminish responsibility but heightens the need for a form of literacy that integrates technical understanding with moral judgment.

“From this perspective, managerial competence must evolve toward what has been described as”

• cites Bryson, 2018Not checked yet

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Classified as probably not a substantial claim. May combine two claims.

AI literacy is consistently conceptualized as a multidimensional construct, referring both to the integration of different knowledge domains and to the range of cognitive processes involved.

“Across these contributions, AI literacy is consistently conceptualized as a multidimensional construct, referring both to the integration of different knowledge domains (e.g., technical, ethical, and societal) and to the range of cognitive processes involved (e.g., understanding, applying, and critically evaluating AI systems).”

• cites Ng et al., 2021Not checked yet

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• cites OECD, 2023Not checked yet

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May combine two claims.

European and global policy initiatives emphasize the importance of responsible and human-centered AI education, while largely delegating its pedagogical implementation to higher education institutions.

“European and global policy initiatives emphasize the importance of responsible and human-centered AI education, while largely delegating its pedagogical implementation to higher education institutions (European Commission, 2019;Miao & Holmes, 2021).”

• cites European Commission, 2019Not checked yet

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• cites Miao & Holmes, 2021Not checked yet

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May combine two claims.

Recent international reports stress the strategic importance of AI competencies in business education, while warning that many programs still lack structured approaches to integrating ethical AI understanding into managerial learning pathways.

“Recent international reports further stress the strategic importance of AI competencies in business education, while warning that many programs still lack structured approaches to integrating ethical AI understanding into managerial learning pathways (AACSB, 2025;AACSB Thought Leadership, 2026).”

• cites AACSB, 2025Not checked yet

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• cites AACSB Thought Leadership, 2026Not checked yet

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Classified as probably not a substantial claim.

The resulting framework does not emerge as an a priori conceptual model, but as an interpretive synthesis grounded in the literature.

“The resulting framework does not emerge as an a priori conceptual model, but as an interpretive synthesis grounded in the literature.”

Classified as probably not a substantial claim.

An in-depth thematic analysis of 22 core studies was undertaken.

“To overcome thematic fragmentation, an in-depth thematic analysis of 22 core studies was undertaken.”

May combine two claims.

Responsibility is not confined to system design but becomes distributed across socio-technical arrangements, requiring organizational-level judgment and governance.

“Responsibility is therefore not confined to system design but becomes distributed across socio-technical arrangements, requiring organizational-level judgment and governance.”

May combine two claims.

The European Commission's ethics guidelines for trustworthy AI established key principles including transparency, accountability, and fairness but provided limited pedagogical direction for translating these principles into managerial competencies.

“For instance, the European Commission's ethics guidelines for trustworthy AI established key principles including transparency, accountability, and fairness but provided limited pedagogical direction for translating these principles into managerial competencies (European Commission, 2019).”

• cites European Commission, 2019Not checked yet

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May combine two claims.

The AACSB State of Accreditation Report 2025 highlights that business schools increasingly incorporate AI-related content but often lack program-level strategies capable of integrating technical knowledge with ethical governance competencies.

“The AACSB State of Accreditation Report 2025 highlights that business schools increasingly incorporate AI-related content but often lack programlevel strategies capable of integrating technical knowledge with ethical governance competencies (AACSB, 2025).”

• cites AACSB, 2025Not checked yet

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May combine two claims.

Managers are rarely involved in algorithm design, yet they routinely rely on AI-generated outputs in consequential decision-making contexts characterized by uncertainty, institutional constraints, and accountability pressures.

“Managers are rarely involved in algorithm design, yet they routinely rely on AI-generated outputs in consequential decision-making contexts characterized by uncertainty, institutional constraints, and accountability pressures.”

• cites Mittelstadt, 2019Not checked yet

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May combine two claims.

These frameworks remain largely generic and are rarely mapped onto specific professional roles, leaving open the question of how AI literacy should be configured for managerial decision-making contexts.

“However, these frameworks remain largely generic and are rarely mapped onto specific professional roles, leaving open the question of how AI literacy should be configured for managerial decision-making contexts.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

UNESCO's global recommendations highlight the importance of AI literacy that combines technical awareness with ethical and societal responsibility, positioning education as a key enabler of responsible AI governance.

“Similarly, UNESCO's global recommendations highlight the importance of AI literacy that combines technical awareness with ethical and societal responsibility, positioning education as a key enabler of responsible AI governance (Miao & Holmes, 2021).”

• cites Miao & Holmes, 2021Not checked yet

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Classified as probably not a substantial claim.

Long and Magerko (2020) define AI literacy as the ability to recognize AI technologies, understand their functioning, and critically reflect on their ethical and societal implications.

“Long and Magerko (2020), a widely cited study, define AI literacy as the ability to recognize AI technologies, understand their functioning, and critically reflect on their ethical and societal implications.”

• cites Long and Magerko (2020)Not checked yet

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Classified as probably not a substantial claim. May combine two claims.

The SLR ensures transparency and rigor in the selection, while the thematic synthesis provides the mechanism through which conceptual components are identified and organized into a pedagogical architecture.

“While the SLR ensures transparency and rigor in the selection (Moher et al., 2010), the thematic synthesis provides the mechanism through which conceptual components are identified and organized into a pedagogical architecture (Thomas, 2006).”

• cites Moher et al., 2010Not checked yet

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• cites Thomas, 2006Not checked yet

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Probably not a substantial claim: may not pass S2 (checkable).

This definition positions AI literacy as the key mechanism through which managers can connect abstract ethical principles with responsible organizational action.

“This definition moves beyond the traditional emphasis on digital skills alone and positions AI literacy as the key mechanism through which managers can connect abstract ethical principles with responsible organizational action.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

To fully reflect its role in management, AI literacy must be framed as a core component of ethical managerial competence, relying on AI literacy to identify silent biases and systemic risks that are often invisible to purely technical or purely administrative gazes.

“To fully reflect its role in management, AI literacy must be framed as a core component of ethical managerial competence, thus relying on AI literacy to identify”

• cites Masters, 2023Not checked yet

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May combine two claims.

Most existing AI literacy frameworks were designed either for general education or for STEM-oriented contexts, and often emphasize system-level understanding or design-oriented perspectives.

“However, most of these frameworks were designed either for general education or for STEMoriented contexts.As a result, they often emphasize system-level understanding or design-oriented perspectives.”

Probably not a substantial claim: may not pass S2 (checkable).

AI literacy should be understood as a form of knowledge that enables individuals to interpret, question, and responsibly engage with AI systems across different contexts.

“Instead, it should be understood as a form of knowledge that enables individuals to interpret, question, and responsibly engage with AI systems across different contexts.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Because data collection was conducted between May and June 2025, publications from 2025 are only partially represented depending on indexing status at the time of retrieval.

“Because data collection was conducted between May and June 2025, publications from 2025 are only partially represented, depending on their indexing status at the time of retrieval.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The full dataset underwent independent screening by four researchers.

“Following this mapping, the full dataset underwent an independent screening by four researchers.”

Classified as probably not a substantial claim.

Articles were retained only when they explicitly engaged with the intersection of three core dimensions: ethical issues related to AI, managerial or organizational contexts, and educational or competency-development implications.

“articles were retained only when they explicitly engaged with the intersection of three core dimensions: (i) ethical issues related to artificial intelligence, (ii) managerial or organizational contexts, and (iii) educational or competency-development implications.”

• AssumptionRests on an assumption: The three core dimensions (ethical AI issues, managerial/organizational contexts, and educational/competency-development implications) are the necessary and sufficient intersection for ethical AI literacy in management education.

Classified as probably not a substantial claim.

The search strategy was designed to capture the intersection of three key domains: the technological nature of AI, the normative dimension of ethics, and the pedagogical context of higher education.

“The search strategy was designed to capture the intersection of three key domains: the technological nature of AI, the normative dimension of ethics, and the pedagogical context of higher education.”

Classified as probably not a substantial claim.

The screening process focused on substantive integration of the three dimensions within the central argument of each study rather than mere keyword co-occurrence.

“Rather than relying solely on the mere co-occurrence of keywords, the screening process focused on the substantive integration of these dimensions within the central argument of each study.”

Probably not a substantial claim: may not pass S2 (checkable).

Frameworks aimed at managerial audiences should integrate AI-related knowledge with ethical reasoning and decision-making in a pedagogically coherent and developmentally structured way.

“Consequently, frameworks aimed at managerial audiences should integrate AI-related knowledge with ethical reasoning and decision-making in a pedagogically coherent and developmentally structured way.”

Classified as probably not a substantial claim. May combine two claims.

Ng et al. (2021) propose a framework that integrates technical knowledge, critical awareness, and ethical sensitivity, underscoring that understanding AI's mechanics is inseparable from understanding its human and institutional impact.

“Ng et al. (2021) extend this view by proposing a framework that integrates technical knowledge, critical awareness, and ethical sensitivity, underscoring that understanding AI's mechanics is inseparable from understanding its human and institutional impact.”

• cites Ng et al. (2021)Not checked yet

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Probably not a substantial claim: may not pass S2 (checkable).

Without such integration, ethical reflection risks remaining episodic and largely compliance-oriented.

“Without such integration, ethical reflection risks remaining episodic and largely compliance-oriented.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Being AI literate involves more than simply understanding and using AI tools; it also requires the ability to evaluate their appropriateness, anticipate their consequences, and reflect on their wider societal implications.

“Collectively, these approaches demonstrate that being AI literate involves more than simply understanding and using AI tools.It also requires the ability to evaluate their appropriateness, anticipate their consequences, and reflect on their wider societal implications.”

Probably not a substantial claim: may not pass S4 (based).

The practical application of AI literacy in business curricula remains significantly underdeveloped.

“Despite these conceptual advances, the practical application of AI literacy in business curricula remains significantly underdeveloped.”

Probably not a substantial claim: may not pass S2 (checkable).

The study proposes a re-conceptualization of Ethical AI Literacy as an interdisciplinary, values-informed competence.

“To address this misalignment, this study proposes a re-conceptualization of Ethical AI Literacy as an interdisciplinary, values-informed competence.”

May combine two claims.

Ethical competence cannot be reduced to the knowledge of norms and principles alone; it requires the integration of moral awareness, contextual judgment, and responsibility-oriented action.

“Research on ethics education in management shows that ethical competence cannot be reduced to the knowledge of norms and principles alone.Instead, it requires the integration of moral awareness, contextual judgment, and responsibility-oriented action (Donaldson & Dunfee, 1999;Treviño et al., 2006).”

• cites Donaldson & Dunfee, 1999Not checked yet

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• cites Treviño et al., 2006Not checked yet

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Classified as probably not a substantial claim. May combine two claims.

These approaches remain largely generic with respect to professional roles and provide limited guidance on how such competencies can be translated into concrete managerial practices.

“However, they remain largely generic with respect to professional roles and provide limited guidance on how such competencies can be translated into concrete managerial practices.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

AI literacy represents the intended learning outcome of AI education: a multidimensional capability encompassing conceptual understanding of AI systems, critical awareness of their limitations and impacts, and dispositional readiness to make informed and ethically grounded decisions in AI-mediated contexts.

“AI literacy, by contrast, represents the intended learning outcome of such processes: a multidimensional capability encompassing conceptual understanding of AI systems, critical awareness of their limitations and impacts, and dispositional readiness to make informed and ethically grounded decisions in AI-mediated contexts (Miao et al., 2021;Zhao et al., 2022).”

• cites Miao et al., 2021Not checked yet

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• cites Zhao et al., 2022Not checked yet

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Classified as probably not a substantial claim.

These definitions converge on a key shift: AI literacy should no longer be conceived as a purely technical competence.

“Despite differences in terminology and emphasis, these definitions converge on a key shift: AI literacy should no longer be conceived as a purely technical competence.”

Classified as probably not a substantial claim.

For all 109 articles, the authors conducted exhaustive coding of the Findings and Discussion sections.

“For all 109 articles, we conducted an exhaustive coding of the “Findings” and “Discussion” sections to map the current state of the art and identify recurring pedagogical gaps.”

• AssumptionRests on an assumption: Coding only the Findings and Discussion sections captures the studies' relevant contributions to ethical AI literacy.

Probably not a substantial claim: may not pass S2 (checkable).

AI literacy becomes a transformative professional capability that is essential for guiding the responsible adoption of AI in increasingly automated business environments.

“From this perspective, AI literacy becomes a transformative professional capability that is essential for guiding the responsible adoption of AI in increasingly automated business environments.”

May combine two claims.

Intercoder reliability was assessed using Krippendorff's alpha, yielding α = 0.83 during screening and α = 0.74 during coding, indicating acceptable to robust consistency.

“Intercoder reliability was assessed using Krippendorff's alpha, yielding values (α = 0.83 during screening; α = 0.74 during coding) that indicate acceptable to robust consistency for exploratory qualitative synthesis”

• cites Krippendorff, 2018Not checked yet

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Classified as probably not a substantial claim.

The literature search was executed across Scopus and Web of Science, selected for their comprehensive multidisciplinary coverage spanning management, education, and ethics.

“The literature search was executed across Scopus and Web of Science (WoS), selected for their comprehensive multidisciplinary coverage spanning management, education, and ethics (Falagas et al., 2008).”

• cites Falagas et al., 2008Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing).

The SLR was conducted following the PRISMA 2020 guidelines to ensure a systematic and comprehensive corpus.

“The SLR was conducted following the PRISMA 2020 guidelines to ensure a systematic and comprehensive corpus (Page et al., 2021), as illustrated in Figure 2.”

• cites Page et al., 2021Not checked yet

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Classified as probably not a substantial claim.

The framework proposed in this study builds on this tradition, drawing on insights from AI ethics, management education, and professional competence development to articulate a structured model of ethical AI literacy tailored to managerial roles.

“The framework proposed in this study builds on this tradition, drawing on insights from AI ethics, management education, and professional competence development to articulate a structured model of ethical AI literacy tailored to managerial roles.”

Classified as probably not a substantial claim.

The process is not strictly linear, as the identification of themes and the construction of the framework developed iteratively through abductive reasoning.

“The process is not strictly linear, as the identification of themes and the construction of the framework developed iteratively through abductive reasoning.”

Probably not a substantial claim: may not pass S4 (based).

Although these cases originate outside core business operations, the underlying dynamics are directly relevant to managerial domains such as HR analytics, performance evaluation, credit assessment, and automated decision support.

“Although these cases originate outside core business operations, the underlying dynamics are directly relevant to managerial domains such as HR analytics, performance evaluation, credit assessment, and automated decision support.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Concerns surrounding COMPAS have focused on algorithmic opacity, data representativeness, and potential disparities in risk predictions.

“Concerns surrounding COMPAS have focused on issues of algorithmic opacity, data representativeness, and potential disparities in risk predictions”

Probably not a substantial claim: may not pass S2 (checkable).

The contribution of this approach lies in its socio-technical and role-sensitive orientation.

“The contribution of this approach lies in its socio-technical and role-sensitive orientation.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

This pattern does not imply a uniform pedagogical model, nor that all studies address each domain with the same emphasis.

“This pattern does not imply a uniform pedagogical model, nor that all studies address each domain with the same emphasis.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Because these courses emphasize conceptual understanding rather than programming expertise, they are frequently used as bridging resources in multidisciplinary educational programs.

“Because these courses emphasize conceptual understanding rather than programming expertise, they are frequently used as bridging resources in multidisciplinary educational programs (Miao et al., 2021).”

• cites Miao et al., 2021Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing).

Critical scholarship has drawn attention to issues related to inequality, knowledge, and human dignity stakes of large-scale data and surveillance infrastructures.

“critical scholarship has drawn attention to issues related to inequality, knowledge, and human dignity stakes of large-scale data and surveillance infrastructures”

• cites Crawford, 2021Not checked yet

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Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Managers are not expected to become system designers, yet they increasingly require sufficient interpretive fluency to critically interrogate automated outputs, recognize data limitations, and identify situations in which algorithmic recommendations may obscure organizational or social risks.

“Managers are not expected to become system designers, yet they increasingly require sufficient interpretive fluency to critically interrogate automated outputs, recognize data limitations, and identify situations in which algorithmic recommendations may obscure organizational or social risks.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Within the synthesis, this cluster represents the point at which ethical reasoning is operationalized as managerial judgment, grounding abstract principles in concrete organizational practice.

“Within the synthesis, this cluster represents the point at which ethical reasoning is operationalized as managerial judgment, grounding abstract principles in concrete organizational practice.”

Classified as probably not a substantial claim.

This broader conception positions AI literacy as an interdisciplinary competence integrating legal, societal, and governance dimensions.

“This broader conception positions AI literacy as an interdisciplinary competence integrating legal, societal, and governance dimensions.”

May combine two claims.

This configuration indicates that ethical concerns are widely acknowledged in AI education research but their pedagogical integration remains uneven and fragmented.

“This configuration indicates that, although ethical concerns are widely acknowledged in AI education research, their pedagogical integration remains uneven and fragmented.”

Classified as probably not a substantial claim.

The framework responds to urgent calls for a shift in responsible AI education from general technical proficiency to a professionalized competence tailored to the manager's role as an evaluator and governor of autonomous systems.

“It responds to urgent calls for a shift in responsible AI education from general technical proficiency to a professionalized competence tailored to the manager's role as an evaluator and governor of autonomous systems (Domínguez Figaredo & Stoyanovich, 2023;Ndungu, 2024).”

• cites Domínguez Figaredo & Stoyanovich, 2023Not checked yet

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• cites Ndungu, 2024Not checked yet

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Classified as probably not a substantial claim.

At the foundational level, the framework emphasizes the pedagogical importance of interpretive forms of AI literacy for managers, prioritizing conceptual understanding over technical proficiency.

“At the foundational level, the framework emphasizes the pedagogical importance of interpretive forms of AI literacy for managers, prioritizing conceptual understanding over technical proficiency.”

Classified as probably not a substantial claim.

The model foregrounds a logical progression from interpretive understanding of AI systems to structured ethical evaluation, and finally to applied judgment within managerial domains.

“In particular, the model foregrounds a logical progression: moving from the interpretive understanding of AI systems to structured ethical evaluation, and finally to applied judgment within managerial domains.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Policy-oriented perspectives from international bodies such as the OECD and UNESCO provide valuable normative guidance but offer limited support for curriculum design and sequencing in professional education.

“Third, while policy-oriented perspectives from international bodies such as the OECD and UNESCO provide valuable normative guidance, they offer limited support for curriculum design and sequencing in professional education.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Frameworks emphasizing fairness, beneficence, accountability, and human oversight have emerged across academic, policy, and industry guidance.

“Frameworks emphasizing fairness, beneficence, accountability, and human oversight have emerged across academic, policy, and industry guidance”

• cites Floridi & Cowls, 2022Not checked yet

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• cites Jobin et al., 2019Not checked yet

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Probably not a substantial claim: may not pass S2 (checkable).

By integrating these disparate strands, the present framework contributes to theoretical understanding of ethical AI literacy by reconceptualizing it as a multidimensional and developmental competence.

“By integrating these disparate strands, the present framework contributes to the emerging theoretical understanding of ethical AI literacy by reconceptualizing it as a multidimensional and developmental competence.”

Classified as probably not a substantial claim.

The framework offers a pedagogical structure that helps educators align learning objectives, instructional strategies, and assessment practices related to ethical AI literacy, rather than prescribing a specific course structure or teaching format.

“Rather than prescribing a specific course structure or teaching format, it offers a pedagogical structure that helps educators align learning objectives, instructional strategies, and assessment practices related to ethical AI literacy.”

Classified as probably not a substantial claim.

The proposed framework reorganizes the recurrent pedagogical, ethical, and managerial patterns identified across the reviewed studies into a structured developmental framework for management education.

“The proposed framework reorganizes the recurrent pedagogical, ethical, and managerial patterns identified across the reviewed studies into a structured developmental framework for management education.”

• AssumptionRests on an assumption: The thematic synthesis and framework construction can validly translate literature patterns into curriculum design for management education.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The proposed framework contributes to the literature on AI ethics and management education by extending and reorganizing existing approaches into a coherent pedagogical framework.

“The proposed framework contributes to the burgeoning literature on AI ethics and management education by extending and reorganizing existing approaches into a coherent pedagogical framework.”

Probably not a substantial claim: may not pass S2 (checkable).

The framework provides a strong theoretical basis for understanding ethical AI literacy as a core managerial requirement in the digital age.

“In this sense, the framework provides a strong theoretical basis for understanding ethical AI literacy as a core managerial requirement in the digital age.”

Probably not a substantial claim: may not pass S4 (based).

The reviewed literature suggests that one of the central pedagogical tensions in ethical AI education concerns the risk of reducing ethics either to abstract normative discussions or to purely technical compliance training.

“The reviewed literature also suggests that one of the central pedagogical tensions in ethical AI education concerns the risk of reducing ethics either to abstract normative discussions or to purely technical compliance training.”

May combine two claims.

Taken together, the thematic map reveals a field in transition: ethical AI is no longer peripheral, yet its pedagogical treatment remains conceptually dispersed.

“Taken together, the thematic map reveals a field in transition: ethical AI is no longer peripheral, yet its pedagogical treatment remains conceptually dispersed.”

Probably not a substantial claim: may not pass S2 (checkable).

This framing reinforces the need for pedagogical approaches that cultivate judgment under uncertainty rather than rule-based compliance.

“This framing reinforces the need for pedagogical approaches that cultivate judgment under uncertainty rather than rule-based compliance”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The framework has significant implications for the pedagogical design of business and management education programs.

“The framework has significant implications for the pedagogical design of business and management education programs.”

Classified as probably not a substantial claim.

The contributions should be interpreted as analytically grounded conceptual propositions emerging from a focused qualitative synthesis rather than as universally generalizable claims about all forms of AI education.

“Importantly, these contributions should be interpreted as analytically grounded conceptual propositions emerging from a focused qualitative synthesis rather than as universally generalizable claims about all forms of AI education.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Managerial education needs to incorporate multi-stakeholder evaluation frameworks and context-sensitive governance lenses.

“These contributions underline the need for managerial education to incorporate multi-stakeholder evaluation frameworks and context-sensitive governance lenses.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Management education can be strengthened through interactive, project-based, and developmentally aligned teaching methods.

“Management education can be strengthened | through interactive, project-based, and | developmentally aligned teaching methods”

Probably not a substantial claim: may not pass S4 (based).

The architecture of the framework mirrors the developmental progression articulated in the Dublin Descriptors, from foundational knowledge and understanding, to applied competence, and ultimately to judgment and responsibility in complex and unpredictable contexts.

“More specifically, the architecture of the framework mirrors the developmental progression articulated in the Dublin Descriptors, from foundational knowledge and understanding, to applied competence, and ultimately to judgment and responsibility in complex and unpredictable contexts.”

May combine two claims.

The systematic synthesis of the literature reveals that while AI ethics principles are becoming increasingly standardized, the pedagogical mechanisms for their internalization remain largely under-theorized.

“The systematic synthesis of the literature reveals that while AI ethics principles are becoming increasingly standardized, the pedagogical mechanisms for their internalization remain largely under-theorized.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

The framework's universal applicability may be constrained by contextual factors, including organizational culture, curricular structures, and institutional readiness for digital transformation.

“Secondly, its universal applicability may be constrained by contextual factors, including organizational culture, curricular structures, and institutional readiness for digital transformation.”

Probably not a substantial claim: may not pass S2 (checkable).

From an institutional perspective, the framework provides a structured mechanism through which ethical AI competencies can be made explicit, defined, and assessable across programs.

“From an institutional perspective, the framework provides a structured mechanism through which ethical AI competencies can be made explicit, defined, and assessable across programs.”

Probably not a substantial claim: may not pass S4 (based).

The literature points toward the importance of longitudinal exposure and iterative ethical reflection, suggesting that ethical AI literacy develops progressively through repeated engagement with increasingly complex managerial dilemmas rather than through single-course interventions alone.

“In particular, the literature points toward the importance of longitudinal exposure and iterative ethical reflection, suggesting that ethical AI literacy develops progressively through repeated engagement with increasingly complex managerial dilemmas rather than through single-course interventions alone.”

Probably not a substantial claim: may not pass S2 (checkable).

This positioning supports a shift from treating ethical AI primarily as a compliance issue toward recognizing it as a core component of managerial decision-making, governance, and organizational accountability.

“This positioning supports a shift from treating ethical AI primarily as a compliance issue toward recognizing it as a core component of managerial decision-making, governance, and organizational accountability.”

Probably not a substantial claim: may not pass S2 (checkable).

The Ethical AI Literacy Framework has broader implications for business schools, executive education providers, and accreditation-driven program governance.

“Beyond classroom-level pedagogy, the Ethical AI Literacy Framework has broader implications for business schools, executive education providers, and accreditation-driven program governance.”

Classified as probably not a substantial claim.

The framework directly supports assurance-of-learning processes aligned with international accreditation standards, particularly those promoted by AACSB and EFMD.

“This feature directly supports assurance-of-learning processes aligned with international accreditation standards, particularly those promoted by the AACSB and the European Foundation for Management Development (EFMD).”

• AssumptionRests on an assumption: AACSB and EFMD increasingly emphasize the integration of ethics, responsibility, and digital transformation into learning goals, together with the need to demonstrate coherence between intended learning outcomes, teaching activities, and assessment systems.

May combine two claims.

Prior research indicates that longitudinal sequencing, interdisciplinary coordination, and portfolio-based or program-level assessment enhance learning transfer and conceptual coherence, particularly in complex and rapidly evolving domains such as AI ethics.

“Prior research indicates that longitudinal sequencing, interdisciplinary coordination, and portfolio-based or program-level assessment enhance learning transfer and conceptual coherence, particularly in complex and rapidly evolving domains such as AI ethics (Biggs & Tang, 2011;Freeman et al., 2014).”

• cites Biggs & Tang, 2011Not checked yet

  Not checked in the free run.

• cites Freeman et al., 2014Not checked yet

  Not checked in the free run.

Classified as probably not a substantial claim. May combine two claims.

The proposed framework is conceptual and has not yet been empirically tested in real-world educational contexts.

“First, the proposed framework is conceptual and has not yet been empirically tested in real-world educational contexts.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The framework enhances transparency for internal and external stakeholders by offering a shared reference point for aligning managerial competencies, regulatory awareness, and institutional accountability within an increasingly regulated digital environment.

“At the same time, the framework enhances transparency for internal and external stakeholders by offering a shared reference point for aligning managerial competencies, regulatory awareness, and institutional accountability within an increasingly regulated digital environment.”

Probably not a substantial claim: may not pass S2 (checkable).

From a pedagogical standpoint, this block supports a transition from fragmented exposure to cumulative competence development across the curriculum.

“From a pedagogical standpoint, this block supports a transition from fragmented exposure to cumulative competence development across the curriculum.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

This reflects a broader shift in the literature from viewing AI ethics as a purely technological issue toward understanding it as a sociotechnical governance challenge embedded in organizational routines, power relations, and strategic decision-making processes.

“This reflects a broader shift in the literature from viewing AI ethics as a purely technological issue toward understanding it as a sociotechnical governance challenge embedded in organizational routines, power relations, and strategic decision-making processes.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

This article addresses the increasing consensus that future managers must not only understand and operate AI technologies, but also possess the capacity to govern their ethical and effective use within complex organizational environments.

“This article addresses the increasing consensus that future managers must not only understand and operate AI technologies, but also possess the capacity to govern their ethical and effective use within complex organizational environments.”

Classified as probably not a substantial claim. May combine two claims.

By organizing the literature into Conceptual, Ethical, and Applied domains, the paper offers a roadmap for transforming fragmented insights into a cumulative and coherent learning process, thereby aligning business education with the ethical imperatives of the AI-driven era.

“By organizing the literature into Conceptual, Ethical, and Applied domains, we offer a roadmap for transforming fragmented insights into a cumulative and coherent learning process, thereby aligning business education with the ethical imperatives of the AI-driven era.”

Classified as probably not a substantial claim.

Ethical AI literacy is presented as a managerial capability that evolves alongside increasing levels of autonomy and accountability, consistent with the EQF's emphasis on responsibility as a defining dimension of advanced learning outcomes.

“Ethical AI literacy is therefore presented as a managerial capability that evolves alongside increasing levels of autonomy and accountability, consistent with the EQF's emphasis on responsibility as a defining dimension of advanced learning outcomes.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

The framework's modular structure is compatible with credit-based systems promoted under the ECTS framework and can be adapted to executive education and lifelong learning contexts.

“Its modular structure is compatible with credit-based systems promoted under the ECTS framework and can be adapted to executive education and lifelong learning contexts, where managers are increasingly required to update their ethical and regulatory competencies in response to rapid technological change.”

• AssumptionRests on an assumption: Managers are increasingly required to update their ethical and regulatory competencies in response to rapid technological change.

Probably not a substantial claim: may not pass S2 (checkable).

This alignment enhances the framework's institutional and managerial relevance by allowing program directors and academic leaders to integrate ethical AI literacy within progression-based, outcomes-oriented curricula already recognized and legitimized at the policy level.

“This alignment enhances the framework's institutional and managerial relevance by allowing program directors and academic leaders to integrate ethical AI literacy within progression-based, outcomes-oriented curricula already recognized and legitimized at the policy level.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

The rapid evolution of AI technologies poses challenges in maintaining the relevance and currency of the proposed content and pedagogical strategies.

“Furthermore, the rapid evolution of AI technologies poses challenges in maintaining the relevance and currency of the proposed content and pedagogical strategies.”

Probably not a substantial claim: may not pass S4 (based).

Most current AI literacy models fail to capture the domain-specific ethical and strategic challenges that managers encounter when adopting AI technologies.

“Most current AI literacy models fail to capture the domain-specific ethical and strategic challenges that managers encounter when adopting AI technologies.”

Probably not a substantial claim: may not pass S2 (checkable).

Pedagogical approaches centered on uncertainty, disagreement, and stakeholder plurality appear particularly relevant for management education contexts.

“From this perspective, pedagogical approaches centered on uncertainty, disagreement, and stakeholder plurality appear particularly relevant for management education contexts.”

Classified as probably not a substantial claim.

The ethical reasoning block highlights the role of structured deliberative pedagogies in fostering moral judgment under conditions of uncertainty and value conflict.

“The ethical reasoning block highlights the role of structured deliberative pedagogies in fostering moral judgment under conditions of uncertainty and value conflict.”

Probably not a substantial claim: may not pass S4 (based).

Ethical frameworks, stakeholder mapping, and guided reflective exercises enable learners to articulate trade-offs and justify decisions, moving beyond abstract ethical awareness toward reasoned positioning.

“Ethical frameworks, stakeholder mapping, and guided reflective exercises enable learners to articulate trade-offs and justify decisions, moving beyond abstract ethical awareness toward reasoned positioning.”

Classified as probably not a substantial claim.

This study develops a pedagogical framework grounded in a systematic and abductive analysis of the literature.

“To address this gap, this study develops a pedagogical framework grounded in a systematic and abductive analysis of the literature.”

Probably not a substantial claim: may not pass S4 (based).

The internal logic of the framework is coherent with established European higher education qualification and curriculum design architectures, including the Bologna Process, the Dublin Descriptors, the EQF, and the ECTS.

“Importantly, the internal logic of the framework is also coherent with established European higher education qualification and curriculum design architectures, including the Bologna Process, the Dublin Descriptors, the EQF, and the ECTS.”

Probably not a substantial claim: may not pass S4 (based).

A major gap exists in measuring the long-term impact of ethics education beyond isolated course-level outcomes.

“A major gap exists in measuring the long-term impact of ethics education beyond isolated course-level outcomes.”

Probably not a substantial claim: may not pass S4 (based).

The article contributes to the debate on the future of management education by arguing that AI literacy is not a technical supplement, but a core dimension of contemporary managerial responsibility.

“It contributes to the debate on the future of management education by arguing that AI literacy is not a technical supplement, but a core dimension of contemporary managerial responsibility.”

Classified as probably not a substantial claim.

The framework responds to accreditation expectations by enabling institutions to document how ethical AI literacy is systematically embedded within managerial curricula rather than addressed through symbolic or isolated initiatives.

“The framework responds to these expectations by enabling institutions to document how ethical AI literacy is systematically embedded within managerial curricula rather than addressed through symbolic or isolated initiatives.”

• AssumptionRests on an assumption: AACSB and EFMD increasingly emphasize the integration of ethics, responsibility, and digital transformation into learning goals, together with the need to demonstrate coherence between intended learning outcomes, teaching activities, and assessment systems.