The rapid integration of Generative AI technologies in academic and research environments marks the beginning of a new digital era, characterized by enhanced efficiency and innovative capabilities. This technological advancement, however, brings forth significant challenges and ethical dilemmas. One of the primary concerns is the potential diminishment of authentic human intellect in scholarly works, fueled by the capabilities of AI to generate ambiguous, fabricated, or even biased and inappropriate content. These issues highlight the critical need for developing comprehensive frameworks and establishing a dedicated field of study to govern the use of AI-generated content in academic and professional contexts. This autoethnography explores the impact of generative AI on educational practices, detailing the development of the SPARRO framework in healthcare and nursing classes. Through personal reflections, interviews, and observations, it addresses specific challenges, offering insights into integrating GenAI ethically and effectively to enhance teaching and learning.

Decision sciences (DSC) involve studying complex dynamic systems and processes to aid informed choices subject to constraints in uncertain conditions. It integrates multidisciplinary methods, techniques, and strategies to evaluate decision engineering processes, identifying alternatives and providing insights towards enhancing prudent decision-making. This study analyzes the evolutionary trends and innovation in DSC education and research to uncover the transformations over the years. We employ the science mapping method, text analytics, and metadata from bibliographic databases to evaluate thematic and social structures. The results highlight data science methods, including data mining and business/learning analytics as essential components. The evolutionary trends in DSC education and research mirror the development in practice, including technological transformation, computer science advances, and engineering processes. Sustainable education through virtual/online learning also constitutes a significant component of scientific production. The evolutionary trends in DSC education and research highlight innovative pedagogical approaches and strategies, including computer simulation and games ('play and learn'). The current era witnessed generative artificial intelligence (GenAI) adoption (e.g., ChatGPT) in teaching, learning, and scholarly activities amidst challenges (academic integrity, plagiarism, intellectual property violations, and other ethical and legal issues). Future research will implement and integrate AI automatic detection systems to address some GenAI adoption challenges.

This paper explores the influence of GenAI chatbot (ChatGPT) and AI-based simulation (SimVenture) on the start-up intention through the mediating roles of entrepreneurship educational outcomes; entrepreneurship cognition, entrepreneurship competencies, and innovation spirit of students in higher education institutions in the Middle East. The proposed conceptual framework was empirically tested with partial least squares structural equation modeling using 166 survey responses from fourth-year undergraduate students enrolled in business administration programs in four higher education institutions in the Middle East region. The findings reveal that ChatGPT significantly promotes start-up intention, while ChatGPT has insignificant influence on entrepreneurship educational outcomes. Conversely, the SimVenture platform negatively influences start-up intention. Additionally, the SimVenture platform significantly improves entrepreneurship educational outcomes; thereby entrepreneurship educational outcomes directly influence start-up intention. Furthermore, the mediation paths show ChatGPT has an insignificant indirect influence on start-up intention through the mediating roles of entrepreneurship educational outcomes, while the SimVenture platform exhibits a notable indirect influence on startup intentions through improved entrepreneurship educational outcomes. These findings seek to provide insights for higher education institutions in the Middle East region in leveraging GenAI chatbot (ChatGPT) and AI-based simulation (SimVenture) to enhance entrepreneurial knowledge, awareness, competencies, and the spirit of innovation, which leads to promoting students’ intentions to start their businesses. Theoretically, the study contributes to filling the gap in the existing literature between AI tools and entrepreneurship education. This study is among the first to empirically explore the influences of GenAI chatbot (ChatGPT) and AI-based simulation (SimVenture) on entrepreneurship educational outcomes and the intention of students to embark on entrepreneurial ventures. It highlights the need for understanding AI technologies as distinct pedagogical tools.