Students are already there. The education system is only just catching up. With their own platform accounts, they\u2019re used to being able to generate text, a report summary, a presentation outline in seconds. They come with AI tools in their pockets not only to technology classes but also to law, finance, management and marketing.<\/p>
This forces a shift in how we think about the role of a business school. It’s not enough to add a single AI course to the curriculum. Therefore, for several years, researchers at Ko\u017ami\u0144ski University have been examining AI not only as a technology but as a driver of change in the education system. In reports, scholarly articles, and popular-science pieces, one conclusion recurs: AI should be an integral part of the school’s strategy\u2014both teaching and research\u2014rather than an add-on in the form of a single course.<\/p>
This is exactly where two ecosystems meet: a business university and the CampusAI community.<\/p>
If we ask students whether they use AI tools, most often we’ll hear a plain “of course.” For many of them, ChatGPT, Claude and other language models are just another browser window, as natural as a search engine. They use them to organize notes, find sources, come up with project ideas, work with code, and sometimes also to try to take shortcuts.<\/p>
Importantly, they’re increasingly expressing something else: the need for clear rules for using AI and support in learning how to “do it right.” They want to know where the line is between inspiration and plagiarism, how to distinguish model hallucinations from reliable knowledge, and how to critically read content generated by algorithms.<\/p>
This reverses the traditional order. For years, universities were the ones introducing new tools and teaching how to use them. Today it\u2019s the other way around: students bring AI into the classroom, and universities must design the pedagogy, the assessment system and the approach to academic integrity.<\/p>
In the publications and presentations of researchers at Ko\u017ami\u0144ski University, it’s increasingly evident that generative AI is changing the very paradigm of learning<\/strong>. Since access to information on demand is a given, critical reading, the ability to formulate good questions, the interpretation of model outputs, and risk assessment become key. In other words\u2014the things that are hard to automate.<\/p> From this perspective, a business school cannot treat AI as a fad. A comprehensive response is needed: from university policies, through degree programs, to research and collaboration with the external environment.<\/p> In policy terms, this means, for example, setting out clear recommendations on the use of content generators. Not to ban them, but to show how they can support the learning process rather than replace it. In many discussions at Ko\u017ami\u0144ski University, a simple distinction often comes up: AI as a prosthesis that takes over tasks versus AI as an exoskeleton that augments. The university opts for the latter.<\/p> At the research level, this means not only analyzing the technology itself, but also its implications for business, the labor market, law and society. Hence projects concerning the impact of AI on the media and audience trust, the use of algorithms in behavioral analysis and the development of regulations, from personal data protection to AI law.<\/p> And finally, at the level of pedagogy, this means overhauling curricula so that AI is embedded in the DNA of degree programs rather than tacked on at the end.<\/p> “Curricula: AI as part of the DNA of degree programs” \u2013 this sentence aptly describes the direction of change underway at Ko\u017ami\u0144ski University. Instead of a single elective “for those interested,” a wide range of educational paths is emerging in which artificial intelligence is the centerpiece, not a footnote.<\/p> In business programs, AI is becoming a natural part of the conversation about strategy, finance or marketing. Data analysis is no longer the domain of only specialized fields; it’s entering the mainstream. Where we once talked about a spreadsheet, today we show how to build a process in which a language model helps interpret the data, generate hypotheses and prepare a draft report.<\/p> In law school, AI appears not only as a “difficult, futuristic issue” but as a real part of a lawyer\u2019s toolkit. Debates about liability for decisions made using algorithms, how to assess evidence generated by AI systems, and how the EU AI Act will be implemented are becoming a routine part of classes rather than an exotic add-on.<\/p> In postgraduate and executive programs, artificial intelligence is no longer a “guest lecture topic” but is becoming the backbone of business transformation. Leaders learn how to design Human+AI strategies, how to reshape organizations in which models take over some processes, and how to talk with their teams about the concerns and opportunities related to automation.<\/p> Behind these changes lies an important shift in emphasis. The point is that a graduate should not only “know that ChatGPT exists,” but understand how models work, what limitations they have, what data they are trained on, and how they can amplify errors and biases. This is the difference between a passive user of a tool and an informed designer of solutions who can ask the hard questions.<\/p> In this process, a university cannot operate in a vacuum. The pace of technological development is so rapid that even the best academic team cannot keep up with all the new tools, models, and applications on its own. Therefore, partnerships are crucial.<\/p> CampusAI is an example of such a partner\u2014a community of AI enthusiasts and practitioners, a platform focused on the ideas of Human+AI and Me+AI. On the one hand, it provides access to courses, challenges and practical projects in which participants learn to collaborate with AI through practical, concrete examples: from content creation, through process automation, to experiments with multimodal models. On the other hand, it’s an environment that moves at the pace of technology\u2014it responds to new models, tests solutions, and shares experiences. Combining this world with a business school creates something more than an additional certificate for students.<\/p> From Ko\u017ami\u0144ski University’s perspective, CampusAI becomes an extension of the lecture hall\u2014a place where students, alumni, lecturers and business professionals can experiment with AI tools, develop their own projects and learn as part of a community. In turn, the University brings to this ecosystem what no platform can replace: academic rigor, ethical and legal frameworks, a long-term perspective, and experience in designing educational programs.<\/p> As a result, students not only learn to use tools but also see how they fit into the broader picture: company strategy, the regulatory environment and professional responsibility. Projects carried out on CampusAI can be integrated into university classes; experiences from online courses and labs serve as material for discussion in seminars and workshops.<\/p> As a result, an environment is created where technology, education and business truly intersect. The university is no longer frantically trying to keep up with what’s happening in the market. Instead, it co-creates standards for working with AI together with practitioners.<\/p> Education and artificial intelligence intersect today at a very specific point: the student and the graduate entering the job market, where it’s decided whether AI will be another wave of enthusiasm and anxiety, or truly a tool that improves the quality of decisions, products and services.<\/p> From a university’s business perspective, “being one step ahead” doesn’t mean knowing every new library or AI model. It primarily means the ability to translate technology into the language of strategy, law, ethics and management practice. It also means intentionally designing curricula so that AI is embedded from the first semester through to the thesis\u2014not as an add-on, but as a natural part of skills development.<\/p> Being one step ahead also means building partnerships with ecosystems like CampusAI, which accelerate the learning of tools, make it possible to test new solutions, and bring the experiences of the Human+AI community into the academic world. Finally, it\u2019s about preparing people to work in a model in which artificial intelligence becomes an everyday partner, but responsibility for decisions\u2014legal, business, social\u2014still rests with humans.<\/p> The world of education may still, for a little while, pretend that artificial intelligence is just a conference topic or an extra webinar. Students don’t have that luxury. They already live in a reality where AI is the everyday environment for work and learning.<\/p> The role of universities\u2014especially business schools\u2014today is not only to keep up, but to help people understand the direction in which this technology is taking us, and to provide tools that enable us to have an informed say in how it’s used. That’s precisely why alliances such as the collaboration between Ko\u017ami\u0144ski University and CampusAI are needed: so that education and artificial intelligence don’t develop alongside each other, but within one shared ecosystem.<\/p>","protected":false},"excerpt":{"rendered":" Generative artificial intelligence is no longer a “gadget for after-hours testing.” It’s become a kind of new infrastructure: a layer that permeates the way we work, make decisions, create content and analyze data. In such a world, the question for universities is no longer “whether to introduce AI into teaching” but “how quickly, how wisely, and on what terms.”<\/p>\n","protected":false},"author":1460,"featured_media":18238,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"rank_math_lock_modified_date":false,"footnotes":""},"categories":[863],"tags":[],"popular":[],"difficulty-level":[38],"ppma_author":[1009],"class_list":["post-18377","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education-and-science","difficulty-level-medium"],"acf":[],"authors":[{"term_id":1009,"user_id":1460,"is_guest":0,"slug":"prof-dr-hab-grzegorz-mazurek","display_name":"prof. dr hab. Grzegorz Mazurek","avatar_url":{"url":"https:\/\/haimagazine.com\/wp-content\/uploads\/2026\/04\/Grzegorz-Mazurek.jpg","url2x":"https:\/\/haimagazine.com\/wp-content\/uploads\/2026\/04\/Grzegorz-Mazurek.jpg"},"first_name":"","last_name":"","user_url":"","job_title":"Rektor Akademii Leona Ko\u017ami\u0144skiego","description":"Rektor Akademii Leona Ko\u017ami\u0144skiego"}],"_links":{"self":[{"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/posts\/18377","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/users\/1460"}],"replies":[{"embeddable":true,"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/comments?post=18377"}],"version-history":[{"count":1,"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/posts\/18377\/revisions"}],"predecessor-version":[{"id":18378,"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/posts\/18377\/revisions\/18378"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/media\/18238"}],"wp:attachment":[{"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/media?parent=18377"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/categories?post=18377"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/tags?post=18377"},{"taxonomy":"popular","embeddable":true,"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/popular?post=18377"},{"taxonomy":"difficulty-level","embeddable":true,"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/difficulty-level?post=18377"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/haimagazine.com\/en\/wp-json\/wp\/v2\/ppma_author?post=18377"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}AI as part of the strategy, not a footnote in the syllabus<\/strong><\/h4>
Curricula: AI as part of the DNA of degree programs<\/strong><\/h4>
CampusAI and a business school: a single Human+AI environment<\/strong><\/h4>
What does “to be one step ahead” mean?<\/strong><\/h4>