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Cited by 15Artificial Intelligence in EducationArtificial Intelligence in Healthcare and EducationManagement and Marketing Education

Designing Culturally Inclusive Case Studies with Generative AI: Strategies and Considerations

Open access
Jayasinghe, Shan, Arm, Karen, Gamage, Kelum A. A.·2025·Education Sciences
DOI 10.3390/educsci15060645
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Abstract

This study investigates the use of generative AI tools to create culturally inclusive case studies in postgraduate project management education, addressing a critical gap in existing research. While prior literature highlights the benefits of culturally responsive teaching (CRT) practices, there is notable lack of exploration into how generative AI can be leveraged to develop culturally relevant learning materials. Using an interpretivist philosophy and action research methodology, the study engaged eight international students to evaluate the effectiveness of AI-generated case studies tailored to diverse cultural contexts. The major contribution of this study is the development of a structured framework of strategies and considerations that guides educators in designing culturally inclusive materials using generative AI tools. The inclusion of clearly defined strategies provides educators with practical guidance, while the accompanying considerations act as essential safeguards, encouraging critical reflection on potential risks such as bias, stereotyping, and ethical misuse. The findings hold significant implications for educational practice, emphasising the ethical use of AI, targeted professional development for educators, and the potential for scalable, inclusive teaching strategies that enhance student engagement, equity, and learning outcomes in multicultural classrooms.

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  • Effective use includes equitability and inclusivity, ensuring access to AI tools across diverse student populations and adapting use cases to specific disciplinary needs.

    “It also includes equitability and inclusivity, ensuring access to AI tools across diverse student populations and adapting use cases to specific disciplinary needs (Jayasinghe et al., 2025).”

    From Six Institutional Intervention Areas to Support Ethical and Effective Student Use of Generative AI in Higher Education: A Narrative Review (2026) · cites this paper as Jayasinghe et al., 2025

    The Practical Implications section supports equity and inclusivity through culturally tailored, AI-generated case studies for diverse postgraduate project management students. It does not call for ensuring students across populations have access to AI tools, and its adaptation guidance concerns cultural and local contexts rather than the needs of different disciplines. (LLM, conf=0.87)

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  • Faculty-student collaboration reflects a shift towards co-constructive educational practices, where students are active participants in shaping AI integration.

    “Faculty-student collaboration reflects a shift towards co-constructive educational practices, where students are not merely recipients but active participants in shaping how AI tools are integrated into their learning environments (Cacho, 2024; Gupta & Jaiswal, 2024; Jayasinghe et al., 2025; Mariyam & Karthika, 2025).”

    From Six Institutional Intervention Areas to Support Ethical and Effective Student Use of Generative AI in Higher Education: A Narrative Review (2026) · cites this paper as Jayasinghe et al., 2025

    Section 4.2 describes students helping select case-study topics, and the strategy table recommends using student feedback to design AI prompts. These passages support students having an active role in AI-assisted materials design, but not the broader claim that they shape how AI tools are integrated throughout their learning environments. The indexed passages provide no page numbers. (LLM, conf=0.85)

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Cited by

Sorted by citations

Authors
Jayasinghe, S., Arm, K., & Gamage, K. A. A.
Affiliations
  • Southampton Solent University (GB)
  • University of Glasgow (GB)
Corresponding author
  • Arm, Karen
  • Gamage, Kelum A. A.
ORCID
Venue
Education Sciences
Publisher
MDPI AG
Published
2025-05-23
Volume
15
Issue
6
Pages
645
ISSN
2227-7102 (ISSN-L)
DOI
10.3390/educsci15060645
OpenAlex
W4410622542
Cited by
15
References
3
Citations by year
2026: 13 · 2025: 2
FWCI
15.73
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Sciences (publishedVersion, cc-by)
  • Solent University Research Portal (Solent University) (publishedVersion, cc-by)
  • ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) (acceptedVersion, cc-by-sa)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
  • Social Sciences › Business, Management and Accounting › Management of Technology and Innovation › Management and Marketing Education
Keywords
generative AI, culturally responsive teaching, project management education, international students, AI-generated learning materials, ethical use of AI, teacher professional development, multicultural classrooms, educational equity

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