Working Group Content

History

The PRME Working Group on Responsible Management Education and Emerging Technologies (RME & ET) draws on the expertise and activities of a global network of academics, industry representatives, and policymakers. The group is united by a shared commitment to the ethical, responsible, and sustainable development of emerging technologies with a particular emphasis on artificial intelligence. Building on a programme of international events delivered during 2024 and 2025 under the leadership of academics from the University of Exeter (UK), Queen’s University Belfast (UK), the American University in Cairo (Egypt), the German University in Cairo (Egypt), HEC Paris (Doha), Quinnipiac University (Canada), and the University of Applied Sciences of the Grisons (Switzerland), the Working Group was formally constituted in February 2026 with the addition of representatives from St Mary’s University (Canada), the University of Westminster (UK), and Woxsen University (India).

Purpose

The PRME Working Group on RME & ET promotes research, scholarship, pedagogical practice, and knowledge sharing aimed at advancing emerging technologies in alignment with the Principles of PRME and the UN Sustainable Development Goals (SDGs). The Working Group’s scope includes artificial intelligence, immersive realities (AR/VR/XR), robotics, neurotech, and the metaverse. Aligned with SDG 4 (Quality Education), the initiative aims to advance social justice, decent work, innovation, health and well-being, sustainable communities, and climate action. In addition, it promotes accessibility and inclusivity by engaging participants with limited prior exposure to digital technologies, supporting SDG 10 (Reduced Inequalities).

The Working Group’s activities are structured around three objectives:

Education for Emerging Technologies focuses on providing evidence-based guidance, policies, and toolkits for responsible technology use.
Education with Emerging Technologies fosters multidisciplinary communities of learning and shares best practice through partnerships and events.
Education about Emerging Technologies advances pedagogic scholarship, with particular emphasis on critical, experiential, and innovative approaches to teaching and learning.

Goals

The PRME Working Group on RME & ET is positioned at the intersection of academia, industry, and public policy. The Working Group has the following goals:

Advance ethical, sustainable, and safe engagement with digital and emerging technologies.
Develop evidence-based guidance, foster global and multidisciplinary communities of practice, and strengthen pedagogical scholarship across three work streams: education for, with, and about emerging technologies.
Support SDG 4 Quality Education while contributing to broader social, economic, and environmental sustainability goals.

Research

The Working Group undertakes and supports interdisciplinary research on Responsible Management Education and Emerging Technologies, with a particular focus on the ethical, social, and governance implications of digital and emerging technologies in management education and practice.

Research activities span areas such as responsible and trustworthy AI, immersive technologies in learning (AR/VR/XR), digital ethics, technology-enabled pedagogy, skills development for the future of work, and the implications of emerging technologies for inclusion, equity, and sustainability. A key emphasis is placed on translating conceptual and normative frameworks into empirically grounded insights that can inform teaching, policy, and institutional practice.

The Working Group fosters collaborative research through joint projects, research seminars, and international symposia, and actively encourages cross-institutional and cross-regional partnerships, including perspectives from the Global South. Scholarly outputs include journal articles, edited volumes, policy briefs, and conference presentations, with contributions aligned to PRME Principles and the UN Sustainable Development Goals. Where appropriate, research is linked to pedagogical innovation, case development, and evidence-based guidance for responsible management education.

Engagement Opportunities

The Working Group offers regular opportunities for engagement through seminars, workshops, symposia, innovation showcases, industry insight events, and masterclasses.

Aligned with the Education with Emerging Technologies workstream, there is a strong focus on developing hands-on, application-oriented learning initiatives and capacity building. These combine practical exposure to technologies such as AI, data-driven systems, and immersive technologies with a strong ethical grounding.

In addition, the Working Group is seeking to develop capacity-building and skills-oriented formats – such as short faculty development programmes, practitioner workshops, and train-the-trainer initiatives – focused on the responsible use of emerging technologies and grounded in the PRME Principles.

Resource Development

The Working Group is currently developing a range of resources, including practical materials such as responsible AI and emerging technology teaching cases, faculty development resources, and introductory ET literacy modules for non-technical audiences.

Stay tuned for resources to be uploaded in the resources tab!

Co-Chairs

Dr Laura Steele, Queen’s University Belfast, Northern Ireland

Laura.Steele@qub.ac.uk

Dr Constantine Manolchev, University of Exeter, England

c.manolchev@exeter.ac.uk

Dr Hemachandran Kannan, Woxsen University, India

hemachandran.k@woxsen.edu.in

Steering Committee

Dr Hagar Adib, German University in Cairo, Egypt

Professor Wolfgang Amann, HEC Paris, France

Dr Mohamed Drira, St Mary’s University, Canada

Professor Dina El-Bassiouny, The American University in Cairo, Egypt

Dr Renu Girotra, Woxsen University, India

Professor Margaret Goralski, Quinnipiac University, Canada

Dr Mazia Yassim, University of Westminster, UK

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Recommended Resources

Artificial Intelligence and Responsible Management Education: Current Applications and Future Directions

AI presents both opportunities and challenges for management education and research. This book compiles case studies and best-practice examples demonstrating how AI advances Responsible Management Education across disciplines. Moving beyond conceptual debate, it examines real-world applications and exemplary institutional policies. Featured cases address curriculum design, AI-enabled personalized learning, short-answer grading, auditing, and investment. The volume serves educators, scholars, and university leaders worldwide navigating responsible management education in the AI era with practical guidance included.

El-Bassiouny, N., Amann, W., El-Bassiouny, D., & Hauser, C. (eds). (2025). Artificial Intelligence and Responsible Management Education: Current Applications and Future Directions. Routledge.

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AI and Work: Transforming Work, Organizations, and Society in an Age of Insecurity

In an age of insecurity, financial volatility, political instability, conflict, pandemics, and climate crisis, artificial intelligence is reshaping work, organizations, society, and the environment. This critical book examines who benefits from AI, outlining its history, nature, and applications while analyzing power, ethics, inequality, gender, race, intersectionality, and sustainability. Integrating critical management, leadership studies, and organizational sociology, it assesses AI’s impacts on work, highlighting benefits, risks, and overlooked societal consequences through contemporary examples and questions.

Bratton, J., & Steele, L. (eds.). (2025). AI and Work: Transforming Work, Organizations, and Society in an Age of Insecurity. Sage.

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The Future of Responsible Management Education: University Leadership and the Digital Transformation Challenge

Business schools face criticism for limited relevance, weak ethical focus, outdated paradigms, and commercialization. At the same time, significant progress is underway, with rapid momentum toward future-ready organizations and graduates. This book explains how to understand and master digital transformation and argues that deans, programme directors, and faculty must activate the UN-supported Principles of Responsible Management Education. As part of the Humanism in Business series, it offers a practical resource for academic leaders, faculty, and scholars of responsible management globally

Hauser, C., & Amann, W. (Eds.). (2023). The Future of Responsible Management Education: University Leadership and the Digital Transformation Challenge. Cham: Springer International Publishing.

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Unlikely allies: ChatGPT and higher education assessment

Generative AI, including large language models, is transforming higher education’s relationship with knowledge. It enables instant writing, literature reviews, assessment production, and feedback, offering clear benefits for second-language, non-traditional, mature, and working-class learners without relying on essay mills. However, it raises serious questions about the future of assessment and learning development roles. This paper acknowledges these concerns but argues for optimism, proposing that generative AI and learning development can form a productive alliance and concludes with three practical recommendations.

Manolchev, C., Nolan, R., & Hodgson, E. (2024). Unlikely allies: ChatGPT and higher education assessment. Journal of Learning Development in Higher Education, (30).

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Artificial intelligence: A universal virtual tool to augment tutoring in higher education

his paper discusses how artificial intelligence can act as a virtual tutoring tool in higher education, both in terms of opportunities and risks. It conceptually explores AI’s role in personalizing learning for students and supporting or potentially displacing teachers, and it emphasizes ethical concerns around emotions, motivation, and responsible use. Empirically, it presents a use case where student assessment data from Woxsen University are augmented using a GAN-based synthetic data approach and then modeled with multiple machine learning algorithms, achieving up to about 58% accuracy in predicting student outcomes.

Hemachandran, K., Verma, P., Pareek, P., Arora, N., Kumar, K. V. R., Ahanger, T. A., Pise, A. A., & Ratna, R. (2022). Artificial intelligence: A universal virtual tool to augment tutoring in higher education. Computational Intelligence and Neuroscience, 2022, Article 1410448.

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Designing inclusive classrooms

This book examines how emerging technologies can be used to design equitable, socially just, and inclusive learning environments, particularly for marginalized students. It connects foundational theories of equity and justice with practical applications of tools such as AI, virtual reality, and digital platforms to address inequalities worsened by digital and online learning.

Thangam, A., Kannan, H., Villamarin Rodriguez, R., Fernandes, A., Thennakoon, S. P. K., & Zhang, X. (Eds.). (2026). Designing inclusive classrooms. Wiley
ISBN: 978-1-394-38919-3

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Ethics and Governance of Artificial Intelligence: Frameworks, Risks, and Society

This book examines the ethical challenges of algorithmic and AI systems and offers practical frameworks to identify risks, reduce bias, and ensure transparency, accountability, and fairness across the algorithm lifecycle. Combining technical and ethical perspectives, it provides step-by-step strategies and tools for embedding ethics into design, development, and deployment for practitioners and scholars.

Rege, M., & Hemachandran, K. (2026). Ethics and Governance of Artificial Intelligence: Frameworks, Risks, and Society.

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Exploring ethical dimensions of environmental sustainability and use of AI

This book analyzes how AI can support environmental sustainability while raising critical ethical questions around transparency, equity, privacy, autonomy, and unintended consequences. It offers frameworks, guidelines, and practical insights for researchers, policymakers, and practitioners on responsible AI use across domains such as conservation, climate mitigation, agriculture, energy, waste, smart cities, and biodiversity.

Kannan, H., Villamarin Rodriguez, R., Zoltay Paprika, Z., & Ade-Ibijola, A. (2024). Exploring ethical dimensions of environmental sustainability and use of AI. IGI Global.

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Sustainable solutions for e-waste and development

This book examines the escalating environmental and human costs of global e-waste and maps innovative, sustainable responses through advanced recycling, circular economy models, and progressive policy frameworks. It offers an interdisciplinary, practice-oriented guide for scholars, policymakers, and industry leaders seeking transformative, development-focused e-waste solutions.

K. V., R. K., Kannan, H., Spodarets, D., Khan, P. A., & Pradhan, B. K. (2024). Sustainable solutions for e-waste and development. IGI Global.

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