Annual Learning and Teaching Conference 2025

In a recent assignment designed for Level 4 accounting with finance undergraduate students, I introduced the use of artificial intelligence (AI).The assignment required students to analyse and interpret the financial performance of a selected company—an activity that reflects the kind of evaluative work accountants and finance professionals routinely undertake. Given the growing presence of AI in the workplace the assessment was designed not only to develop students' financial analysis skills but also to familiarise them with the use of AI as a practical and transferable skill.

By embedding AI into the assignment, students were encouraged to experiment with tools such as ChatGPT This helped demystify AI, prompting critical conversations around its capabilities and limitations. While the integration of AI added a modern, industry-relevant dimension to the assignment, a central learning point was the importance of critical thinking. Students were reminded that AI should be treated as a supportive tool rather than a definitive authority. They were expected to verify the accuracy, relevance, and credibility of AI-generated content, ensuring that their final analysis remained academically rigorous and professionally sound.

Ultimately, this assignment served as both a learning opportunity and a reflective exercise—inviting students to consider the role of AI in their future careers and to begin developing the judgement necessary to use it responsibly.