Introduction
Business management is a popular area of study due to its practical and societal benefits (Avela, Farina & da Silva Pereira, Reference Avelar, Farina and da Silva Pereira2022). It acknowledges the need for society to have economic and financial outcomes based on transactions. This means societal life is based on the lived experiences of businesses that often change over time. It is important to study business management due to the evolving environmental conditions altering how and why business is conducted (Moon & Orlitzky, Reference Moon and Orlitzky2011). This is especially important in recent times, with rapid geopolitical shifts requiring businesses to adapt to new conditions and integrate new entrepreneurial mindsets.
There is a long history of business management education in society, particularly in economies valuing innovation and entrepreneurship (Kerr & Lloyd, Reference Kerr and Lloyd2008). These historical contexts shape the current curriculum and teaching methods. As a result, many of the theories and concepts are based on Anglo-Saxon countries or countries with a strong emphasis on business management (Ratten & Suseno, Reference Ratten and Suseno2006). This is due to the culture and society of a country influencing how management topics are taught and their role in business transactions (Ng, Ching & Law, Reference Ng, Ching and Law2023).
Managers in the global environment are expected to be adaptable and responsive to change. This means they require the necessary knowledge and skills to equip them with information in order to make the right decisions (Teece, Reference Teece2018). In addition, accreditation and certification programs often place importance on continuing educational practices. This is evident in the expectation that continual learning is helpful in moving towards a more inclusive society (Ratten, Reference Ratten2020). This is linked to international accreditation bodies such as the Athena Swan Charter and United Nations Sustainable Development Goals, emphasising learning and new educational initiatives.
Responsible managers consider multiple and often competing expectations that require a holistic approach (Soares, da Silva Braga, da Encarnação Marques & Ratten, Reference Soares, da Silva Braga, da Encarnação Marques and Ratten2021). This is due to employees, shareholders, customers, government, and related entities each having their own needs. Greater business accountability standards are now required that build a more inclusive business. Management education is part of this strategy as it integrates diverse perspectives (Ratten & Usmanij, Reference Ratten and Usmanij2021). Future generations of managers are likely to utilise knowledge acquired through education programs that place an emphasis on responsible, ethical, and moral behaviour.
Responsible management education considers diversity in educational attitudes and skills as well as teaching methods. There are ongoing challenges in equipping managers with the right educational tools, which are due to a range of factors related to sociodemographic issues, including geographic location, age, and experience (Setó-Pamies, Domingo-Vernis & Rabassa-Figueras, Reference Setó-Pamies, Domingo-Vernis and Rabassa-Figueras2011). Digital natives are likely to utilise more digital technology devices to learn, although this can also be related to income and other factors. Managers need to help their organisation by teaching others about business practices whilst promoting ethical considerations (Ratten & Jones, Reference Ratten and Jones2021). This can be done through artificial intelligence education programs that adapt to new contexts.
Responsible management education can be considered an approach that takes into account ethical business practices, management conduct, and pedagogical processes to better prepare people for sustainable business practices (Lindebaum, Reference Lindebaum2024). This means considering profit and non-profit motives as well as different contexts. To educate people about management practices can be difficult since it comprises many different aspects that include interrelated concepts that can be manifested in various ways based on contextual understanding (Bakir & Jarvis, Reference Bakir and Jarvis2017). Due to this complexity, it is important to examine management as a multifaceted topic that exists based on temporal conditions (Frizon & Eugénio, Reference Frizon and Eugénio2022).
Business education should focus on short-, medium-, and long-term goals that emphasise financial considerations (Kempster, Reference Kempster2006). This requires some thought about possible scenarios based on changing business conditions. To properly succeed as managers, people should be educated about direct and indirect communication styles (Akella, Reference Akella2010). Due to the increased emphasis on digital communication, this can include information about different ways to emphasise diversity and entrepreneurship (Arnold, Reference Arnold2021).
To emphasise the need to educate business managers, this editorial draws on the education literature to investigate the following research question: How can business management education continue to thrive and prosper in an age of artificial intelligence and geopolitical change by focusing on social policy? By providing an answer to this research question, the editorial makes two main contributions. Firstly, it provides insights into how business management education can navigate the new world environment characterised by artificial intelligence priorities that help to enrich the student experience. Secondly, from a management education practical perspective, it introduces an integrative understanding of future transformative goals based on social policy that enable business management to effectively manage change.
Artificial intelligence-related management education
Artificial intelligence is increasingly becoming integral to the process of management education (Dai, Lai, Lim & Liu, Reference Dai, Lai, Lim and Liu2025). It can enable others to learn more easily based on their personalised preferences. Features such as images, text, videos, and discussion forums are part of this process. The future of management education belongs to artificial intelligence, and it is being championed as a transformative learning tool (Kumar, Kotler, Gupta & Rajan, Reference Kumar, Kotler, Gupta and Rajan2025). The artificial intelligence revolution provides many benefits to management educators from incorporating different types of learning features, such as case studies and quizzes, that can enable the utilisation of more efficient learning practices, which save time. This enables a workload reduction for teachers and students but also brings about ethical dilemmas about the appropriate usage of artificial intelligence. This is based on the type of learning methods used to teach the artificial intelligence machine and whether it considers cultural and social biases. The automation features embedded in artificial intelligence technology can enable automated grading, thereby affecting faster completion rates. This can help with providing quicker feedback that recognises the strengths and weaknesses of student learners. Moreover, artificial intelligence helps to simplify enrolment lists, enhance class interactions, and monitor learning. This enables better progression and access to additional learning resources.
The history of artificial intelligence is somewhat complex due to its complicated origins, but it has continually been linked to business, albeit in different forms. In 1837, Ada Lovelace and Charles Babbage designed a programmable machine, and the idea that technology could include thinking began. In 1943, scientists Warren McCulloch and Walter Pitts developed the idea that computing machines could be considered having a brain, which was a radical idea at the time. World War II facilitated rapid technology advancement and encouraged new investments in computing power. After World War II, more research into artificial intelligence took shape, and McCarthy, Minsky, Rochester and Shannon (Reference McCarthy, Minsky, Rochester and Shannon1955) are credited with developing the term ‘artificial intelligence’ at a conference which was previously rarely discussed. Another seminal scientist in the 1950s was Alan Turing, who wrote a seminal article in 1950 about computing machinery and intelligence (Turing, Reference Turing1950). That is considered one of the major academic articles in the artificial intelligence field and continues to be referenced in current studies. The Turing test, named after Alan Turing, developed a way to analyse a machine’s intelligence. Between the 1950s and 2000s, much of the discussion on artificial intelligence was around science fiction books and movies. This includes television shows such as ‘The Jetsons’, in which flying vehicles were shown, and ‘Get Smart’, which featured a person talking on a shoe phone.
As a result of books and movies emphasising artificial intelligence, it is generally perceived as being ubiquitous and an omnipresent force in society (Yim & Su, Reference Yim and Su2025). It emphasises all aspects of human life and is increasingly viewed as a necessity. Industries including the consumer, education, finance, and tourism sectors are utilising artificial intelligence as a way to increase efficiency and enable productivity gains. In recent years, there has been a surge in interest in artificial intelligence due to new computing programs such as ChatGPT being introduced and firms like NVIDIA producing technologically advanced computing chips. Uriarte et al. (Reference Uriarte, Baier-Fuentes, Espinoza-Benavides and Inzunza-Mendoza2026:252) states ‘according to the well-known US dictionary Harper Collins, the 2023 word of the year was artificial intelligence’. This has resulted in artificial intelligence being considered a radical innovation due to its ability to heavily influence business and society. The way social policy is developed and designed is influenced by artificial intelligence as machines increasingly replace humans, and more emphasis is placed on utilising emerging ideas. As a technology innovation, artificial intelligence is considered democratisation as it enables more people to be able to be engaged with the technology.
Artificial intelligence can be described as ‘a technology used in both business and people’s daily lives that enables computers or machines as intellectual humans to perform activities similar to those of the human brain’ (Basu, Aktar & Kumar, Reference Basu, Aktar and Kumar2025: 269). Many aspects of society utilise artificial intelligence to gain a better understanding of human behaviour (Criado, Sandoval-Almazán & Gil-Garcia, Reference Criado, Sandoval-Almazán and Gil-Garcia2025). It helps with predicting and assessing potential actions in terms of business practices. This means that artificial intelligence can be used in a powerful way to transform social policies, which includes how, where, and why social policy is used in society (Kumar & Ratten, Reference Kumar and Ratten2025).
Artificial intelligence in business education and social policy has significant implications for management practices, government strategies, and public engagement (Ratten, Reference Ratten2024). By linking artificial intelligence usage to social policy, it can generate new outputs and form connections between different concepts. This provides insights into social policy processes by engaging in idea generation through technology and aiding in understanding social policy processes and empowering others (Panda, Hossain, Puri & Ahmad, Reference Panda, Hossain, Puri and Ahmad2025).
Social policy
Social policy is constantly changing depending on how people experience inequality. This means the purpose of social policy is to provide help to others in a less fortunate position (Zhou, Chan & Zhang, Reference Zhou, Chan and Zhang2025). Different segments of society are affected by disadvantage in various ways, depending on lifestyle choices. These decisions can occur in an obvious and direct way but are also influenced by powers beyond a person’s control. This means the choices a person makes alter in meaning as new information becomes available.
For most people, social policy is a strategic way to change society for the better (von Malmborg, Reference von Malmborg2025). This means it is considered a proactive step to bring about lifestyle benefits. This helps in reinforcing good behaviour that leads to longevity. Social policy can occur in any context, be it physical or digital in format (Henman, Reference Henman2022). Often, it implies an actual transference between an institution and a person through a gift or message. This means an entity can offer beneficial services to help those in need. This decreases the level of social inequality in society and helps to improve life satisfaction rates through the utilisation of artificial intelligence technologies and public policy (Paul, Reference Paul2022). The reasons for social policy are numerous but often include an altruistic or feel-good factor (Sahn, Reference Sahn2025). This means realising that intervention is required in some cases in order to prevent future harm and stepping in and acting before something detrimental occurs to another person.
To make social policies work, there needs to be consideration of how it is assessed, funded, and provided. This means planning for the future by thinking about possible expansions in the future. The rights of disadvantaged people in society that can be defined in various ways should be reflected in social policy (Niedzwiecki & Pribble, Reference Niedzwiecki and Pribble2025). This means thinking about choices by those affected and taking a holistic perspective.
Social policy does not often occur by accident but is the result of deliberate action that requires commitment over time to ensure it is developed in the right way (Mintrom & Norman, Reference Mintrom and Norman2009). Artificial intelligence-driven policy can help the government stand out in the global environment through introducing innovative ideas (Ratten & Jones, Reference Ratten and Jones2023). It helps in revolutionising public-private partnerships and facilitates better engagement with citizens. The benefit of artificial intelligence-driven policy is that it can include the usage of other technologies, such as social media (Saheb & Saheb, Reference Saheb and Saheb2023). This enables real-time decisions to be made about policy developments. By redefining how social policy is made, it can increase operational efficiency when it combines the use of artificial intelligence (Valle-Cruz, Criado, Sandoval-Almazán & Ruvalcaba-Gomez, Reference Valle-Cruz, Criado, Sandoval-Almazán and Ruvalcaba-Gomez2020). This includes integrating market trends and citizen preferences about a range of issues.
Sophisticated technology innovations related to artificial intelligence deliver better experiences regarding social policy (Vicsek, Reference Vicsek2021). This includes better contextual information about policy. Governments can foster more meaningful connections with citizens by personalising social policy through the use of artificial intelligence (Vesnic-Alujevic, Nascimento & Polvora, Reference Vesnic-Alujevic, Nascimento and Polvora2020). This enables citizens to understand the reasons behind the social policy. Future needs prediction about policy decisions can include forecasting recommendations as artificial intelligence is transforming how social policy is communicated and marketed (Ulnicane & Erkkilä, Reference Ulnicane and Erkkilä2023).
Creativity in social policy
Creativity is useful in social policy discussions as it enables new ideas to emerge (Mackenzie, Reference Mackenzie2004). This includes generating ways policy makers can tackle societal issues in an advantageous way by integrating artificial intelligence (Ratten, Jones & Braga, Reference Ratten, Jones and Braga2024). Useful social policy-related ideas can be developed in different ways, including through stakeholder engagement with business managers. This enables the relevance of the idea to be tested to make sure it applies in practice. Relevant social policy should be connected to current and future business plans, which decreases the need for radical change and ensures that it can be implemented in the marketplace (Jarvis & He, Reference Jarvis and He2020). To make creative social policy, there needs to be some form of innovation or entrepreneurial thinking (Faling, Biesbroek, Karlsson-Vinkhuyzen & Termeer, Reference Faling, Biesbroek, Karlsson-Vinkhuyzen and Termeer2019). This enables the idea to be meaningful and useful. Social policy is often predicted by the market environment that can change over time, so supplementing the creativity embedded in policy discussions requires some form of passion (Cohen, Reference Cohen, Zahariadis and Taylor2025).
Social policy helps make fundamental changes to society in terms of progress and evolution towards being kinder and more considerate (Blauberger & Sedelmeier, Reference Blauberger and Sedelmeier2025). This means policy makers who focus on social issues can weave the fabric of society by making world changes (Lauterbach, Reference Lauterbach2019). It is useful to examine key developments in social policy through an artificial intelligence lens in order to determine the ability of policy makers to utilise technological innovation (Loukis, Maragoudakis & Kyriakou, Reference Loukis, Maragoudakis and Kyriakou2020). Social policy makers have a strong emphasis on social justice by decreasing perceived and actual inequality in society. The popular areas of social policy currently focus on climate change and diversity issues but long-standing issues include income support and health services (Battaglini, Guiso, Lacava, Miller & Patacchini, Reference Battaglini, Guiso, Lacava, Miller and Patacchini2025). Often government works together with not-for-profit services to provide social help, with citizens often mobilising grassroots initiatives.
Ethical social policy tries to understand the needs of business and people in order to find better solutions. This means finding morally valid solutions that offer ways to balance economic and social objectives. Social policy is usually viewed from other types of policy that focus on specific aims, such as financial, international, or environmental issues. Often, social policy is also referred to as welfare policy, as the idea is to help others in need. This means it is distinct from other policies due to the need to improve quality of life objectives.
History plays a role in social policy as important objectives from years ago tend to have been solved but might reappear in certain circumstances. Before the industrial revolution, social policy may have been focused on clean drinking water and sanitation, whilst during and after the industrial revolution, it may have been around work hours. This means consideration needs to occur regarding community, local, regional, national, and international concerns. For countries in regional trading blocs such as the European Union, social policy may play a role in cohesion and development. Priorities may be given based on regional need that then fosters further local policy development. This may be hard to do when there are different political priorities and types of government in place. Whilst internationalisation has been a priority, recent global crises such as the COVID-19 pandemic may have resulted in a renewed focus on country-based priorities for business leaders.
Social policy is an activity that involves introducing new ideas and evaluation processes. It is crucial to society as it fosters better engagement between people, business, and the community. Innovation in social policy is inherently linked to progress by applying new thinking. Innovative endeavours represent creative ideas and are vital in progressing society. Social policy that is innovative provides unique ways to deal with problems. This includes crafting adaptive and resilient social policies that alter based on need and social good (Moon, Reference Moon2023). This can include more personalised social policies that cater for specific demographics and geographic conditions.
Social policy in an artificial intelligence sense generally refers to actions designed to improve human welfare (Newman & Mintrom, Reference Newman and Mintrom2023). This broad definition encapsulates how guidelines and regulations can influence social issues. It enables the redistribution of resources to those in need, thereby improving social conditions. The main goals of social policy often refer in some way to improving education and healthcare rates in society. This is due to issues surrounding financial literacy influencing other forms of behaviour. The rate of social policy initiatives in society is linked to what kind of intervention is considered appropriate. In welfare states and societies with a high level of government intervention, there may be more specific forms of social policy regarding living conditions, such as housing. In more open societies, the social policy can also be done by private entities or hybrid enterprises that combine public and private enterprises.
Social and public policy discourse
Sometimes, social policy is considered a form of public policy due to the involvement of government entities. This means the emphasis is on the public in terms of everyone or all entities being considered in terms of social protection. Within the discourse on public policy, there can be an emphasis on social services in terms of what is being offered and provided by government entities regarding artificial intelligence. This means associated activities related to public services are considered being conducive to human well-being. Social policy can play a key role in how resources are allocated and accessibility issues. Therefore, it is important to understand how social policy can be utilised as a way to alleviate problems in society.
People engage in social policy for a range of reasons, including for professional or work reasons and community benefit. This means financial and non-financial reasons need to be considered in terms of the precursor for interest in social policy. Broad societal goals may be the justification for social policy in terms of government interest, whilst personal histories can influence social policy consideration. The desire for social policy can change over time and range in intensity depending on the mood and interest of people. Citizens can get together when something affects them in their community or people share a common interest. It is important that niche as well as general issues affecting society are represented in social policy. This ensures social protection is granted to those in need and ensures the safety of people in terms of physical and mental health. Social action is a way for people to express their ideological views and enable them to work towards a society that they activity engage in. Personal values can shape this in terms of allowing others to engage in debate with like-minded people.
Social policy can be viewed as principles given towards specific goals that have a feel-good factor. Thus, it expresses the idea to formalise a social idea that leads to a desired goal. This means it can include legislation, regulations, and/or programs that deliver social promises to both business and non-business entities. Beneficial social policy means articulating normally through official channels about valuable ideas. To do this can include interorganisational relationships that include public policies and welfare ideas. The ideology of social policy is always evolving much like society is in response to change.
The meaning of welfare changes in terms of how social relationships are conducted in society. This is related to cultural conditions in an environment that are influenced by religious and historical ideas. Different groups in society have certain social relationships based on their position, ethnicity, and income level. The quality of relationships can be analysed through different life facets, including work and home life.
People in society have different beliefs and views about what most benefits them in terms of happiness factors. This leads to debates about resource allocation in terms of funding and time. Some view education and health as being fundamental priorities, whilst others view social cohesion as being important. The most valuable issues can be critically analysed in terms of what constitutes social welfare and how it is evaluated. This will correspond to the type of living conditions evident in a location and state of economy. Developed countries and regions might prioritise different types of social welfare because they have already achieved previous objectives. Currently, there is more emphasis on geopolitical issues regarding democracy and individual freedom to order that people and businesses can express their own views.
Views on social policy can be driven by rational and statistical information or emotional views. This means there can be a sense of passion and concern about certain issues. For those interested in business management education, they might be focused on improving student engagement rates, whilst those following the arts industry may want more money and attention on galleries and museums. Having a commitment to a certain cause can help improve overall satisfaction in a long period. This corresponds with politics playing a part in who and what gets funded. The analysis of social policy then depends on the role of politics and how it informs funding. The assessment of policy objectives can be further influenced by regional and national priorities.
Conclusion
This editorial article makes significant contributions to the business management education, artificial intelligence, and social policy fields. It examines from a sociology and technological innovation perspective how artificial intelligence is integrated into social policy. It broadens how artificial intelligence in business management education is understood by providing timely information regarding social policy directives. This enables connections between artificial intelligence and social policy to be revealed, which identify the main ideas. Finally, this article proposes future directions that emphasise the usefulness of artificial intelligence-based social policy.
The claim that artificial intelligence is the panacea for new ideas and efficiency in business management education is not true in all contexts regarding social policy. It is correct that artificial intelligence is good but it also comes with moral perils regarding pedagogical and education research that must be considered. The new generation of social policy makers will be able to use artificial intelligence in a way that suits them to provide better educational performance results. Current social policy providers in possession of technology skills will most likely be able to implement artificial intelligence in an easier way. Much recent attention has been placed on proposing the use of artificial intelligence to dramatically alter the policy discourse. The picture beginning to emerge from social policy makers is that it is easier said than done. Using extreme arguments such as artificial intelligence will replace people and business management educators is unsound, as people will be needed to check and assess data. Instead it can be considered that social policy planners’ relationships with artificial intelligence and education is complex.
The narrative that artificial intelligence is radical innovation is somewhat correct, but technological innovations, particularly around digital technology in business management education, have been around for a long time, going back to the introduction of the internet in the early 2000s. People’s skills and usage of artificial intelligence is not the same although it is increasingly embedded in their everyday lives and in education initiatives. Demographics such as age in terms of being a digital native may not necessarily indicate good knowledge of artificial intelligence. Instead, distinctly different learning styles regarding technology innovation may affect adoption levels. In recent years, we have seen a rapid increase in the usage of artificial intelligence technologies due to living in a highly digitalised world that encourages technological evolution. This means people can do things differently in terms of artificial intelligence usage, which creates learning challenges but also positive outcomes. Therefore, the time has come to further analyse the social policies regarding artificial intelligence as researchable issues that have practical significance. Policy makers are actively engaged in finding ways to make better policy decisions, so artificial intelligence is a tool at their disposal that can provide effective support. The perspectives of policy makers and their stakeholders need to be considered in terms of rigorous consideration of how to best embed artificial intelligence. By doing so, it will help to understand in a holistic way the need to prioritise the integration of artificial intelligence in management education and social policy discussions.
Open access
