Abstract
As Editors of the American Business Review (ABR), we are navigating a complex landscape as the rapid integration of Artificial Intelligence (AI) into academic research unfolds. This digital transformation era offers remarkable opportunities yet poses significant challenges, particularly in educational contexts. As teachers, we've all observed a surge in AI usage among students where outputs often appear coherent initially but may lack depth or relevance to the class content. Many of these instances underscore critical aspects of AI, such as the "black box" problem, where the decision-making processes of AI systems are opaque, making it difficult for users to understand how conclusions are drawn.
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