Reconceptualising Business English Curriculum through AI Literacy: A Critical Examination of Pedagogical Gaps and Curriculum Transformation in Higher Education

Abstract

The rapid expansion of artificial intelligence (AI) has transformed communication practices, professional expectations, and knowledge production in contemporary workplaces. These changes create new demands for higher education, particularly for Business English programmes that aim to prepare students for participation in global professional environments. However, current Business English curricula often remain grounded in conventional language-training models and fail to address AI literacy in a systematic and critical way. This paper critically examines the limitations of existing Business English curriculum design in relation to AI literacy and argues that the problem is not simply the absence of new content, but a deeper mismatch between curriculum knowledge, pedagogy, and workplace realities. Drawing on scholarship in AI literacy, English for Specific Purposes (ESP), and curriculum theory, the study identifies three interrelated problems: conceptual ambiguity surrounding AI literacy, pedagogical conservatism in Business English teaching, and insufficient alignment between curriculum materials and AI-mediated workplace communication. The paper proposes a reconceptualised framework for integrating AI literacy into Business English education through epistemic restructuring, pedagogical innovation, and socio-institutional collaboration. It argues that AI literacy should not be reduced to technical tool use, but understood as a critical, ethical, and communicative competence. The study contributes to debates on digital transformation in higher education by demonstrating how Business English curriculum reform can respond more effectively to technological change and global employability demands, while emphasizing the importance of developing students' critical thinking skills and ethical awareness in an AI-driven professional landscape.