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• Educators who adopt a “pedagogy of wonder” as a teaching strategy will encourage their students to use artificial intelligence creatively and strategically, rather than passively.
• When students view AI as a catalyst for innovation, they will see how they can use AI tools to ask more profound questions and envision novel solutions to complex problems.
• Graduates who have explored the possibilities of AI through an iterative and collaborative learning process will be primed to embrace uncertainty and view new technologies as the means to support human-centered problem-solving.

 
The pace of technological evolution is quickly outstripping our ability to predict its trajectory. The rise of artificial intelligence (AI) in particular has amplified the need for educators to embrace adaptability, creativity, and human-centric leadership.

As educators, we can use AI to introduce a powerful teaching approach to our classrooms: a . As vice dean of education and student experience in the School of Business and Management at Royal Holloway, University of London, I have witnessed how a sense of wonder not only transforms business education, but also fosters future-ready graduates who are excited to face the complexities of the digital age.

Redefining Creativity in the Era of AI

Traditional views of creativity often focus on originality and artistic expression. However, in today’s business landscape, creativity manifests as the ability to ask profound questions, connect seemingly unrelated concepts, and envision novel solutions to complex problems.

We are all quickly discovering that AI is not just a tool for automating processes; it is a powerful enabler of innovation. For instance, in the Digital Brand Storytelling module of , a course in our MSc program, students learn how to use AI tools to craft compelling narratives that resonate across diverse audiences. These exercises are about harnessing these tools to enhance human creativity, rather than merely mastering technology.

By focusing on the symbiotic relationship between AI and imagination, we prepare students to lead in industries where innovation is the currency of success. The storytelling module demonstrates this evolution because it requires students to use AI as a springboard for deeper exploration and innovation.

If students marvel “at” or “about” the use of AI, the technology will spark more curiosity than fear. They will see AI not as a threat, but as an opportunity to amplify their potential.

Consider, for instance, how our students approach brand narrative development. Rather than view AI tools like ChatGPT as mere content generators, students use these tools as collaborative thinking partners. Students might prompt an AI system with initial brand concepts, but the magic happens in the process of iteration and refinement that follows. They learn to ask questions such as, “What if we combined these seemingly contradictory brand elements?” and “How might this narrative resonate across different cultural contexts?”

Using generative AI tools such as ChatGPT and Gemini, students can explore multiple iterations of creative solutions, encouraging divergent thinking and risk-taking. They learn to think beyond traditional frameworks as they tackle real-world business problems. These abilities are in demand among employers, who increasingly value creativity as a critical leadership skill.

AI as a Catalyst for Innovation

In his seminal work , early 20th-century philosopher and educational reformer John Dewey argues that genuine education begins with curiosity, leading to what he calls “reflective thinking.” This insight is even more relevant in an era when AI is increasingly being used to automate routine tasks. Business education now has the opportunity to leverage AI not just as a tool for efficiency, but as a catalyst for human creativity.

In her book , Monica Parker argues that wonder is the basis for creating dynamic learning environments where technological advancements intersect with human imagination. It fosters curiosity, empathy, and a willingness to challenge the status quo, qualities essential for navigating the uncertainties of the future.

Consider a scenario in which students use AI-generated insights to create brand narratives with broad appeal—particularly those that address critical global challenges such as climate change and social inequality. If students are curious and eager to explore AI’s potential, they will cultivate their critical thinking and be inspired by a sense of purpose. In the process, they will be more likely to craft effective messages that have greater positive impact.

In other words, if students marvel “at” or “about” the use of AI, the technology will spark more curiosity than fear. They will see AI not as a threat, but as an opportunity to amplify their potential.

Practical Applications in the Curriculum

For a recent project in Digital Brand Storytelling, students used various AI tools at different stages of brand storytelling—a real-world application of the technology that brought the pedagogy of wonder to life. Below are examples of how student teams engaged with each tool:

• ChatGPT for brand backstories. A team working on a sustainable fashion brand gave ChatGPT the following prompt: “Generate a backstory for a brand that upcycles vintage clothing into modern, stylish pieces.” The AI provided them with a narrative about a designer inspired by her grandmother’s fabric collection. The team refined this story, adding personal touches and cultural elements to make it more compelling.
• Squibler for story plots. Another team working on a brand of women’s jeans used  to generate a narrative that resonated with women of all shapes and sizes. The AI helped them explore different storytelling angles—one focusing on a woman struggling to find jeans that fit, another on a community of women celebrating diversity in fashion. The team combined elements from multiple outputs to create an emotionally rich brand story. Using these insights, the team created the collage shown below to represent the brand’s story and mission:

• Coggle for mind maps. Teams focusing on the jeans brand and on a brand of nonalcoholic wine both used  to create mind maps that connected user challenges, perceptions in social settings, and emotional appeals in their marketing. The structured yet flexible format allowed students to visually organize their storytelling ideas and refine their key messaging (see the mind map for the jeans brand below).

• Magic Design for storyboards. One team developing an eco-friendly sun cream brand used Canva’s  to generate mock-ups of ad campaigns. The students tested different color palettes and typography to create a visually engaging storyboard, shown below, that aligned with the brand’s values.

• Namelix for hypothetical brand names. A team creating a travel app relied on  to brainstorm brand names. They input keywords such as “travel,” “total,” and “solutions” to generate a short list of AI-suggested names. After several iterations, they settled on “Go 360” to capture the ideas of travel and a complete package of options.
• Clipchamp for AI video voiceovers. Several teams used  to generate AI-powered voiceovers to achieve more polished video pitches. For instance, a student group working on a space-inspired clothing brand used the tool to narrate a promotional video with a professional tone and a clear message.

These projects showcase how AI tools serve as catalysts for deeper exploration and refinement. The integration of AI tools facilitated collaboration, encouraged students to iterate on their ideas, and helped them make their campaigns more effective and engaging. The campaigns they produced were innovative and designed to resonate deeply with audiences.

Based on my classroom observations, I have found that these projects also emphasize collaboration and intercultural competency. As they work with their team members, students learn to navigate differing perspectives, a skill increasingly vital in a globalized workforce. The use of AI tools facilitates richer interactions by bridging linguistic and cultural gaps and enabling seamless collaboration.

Conversation, Curiosity, and Co-Creation

How does promoting this pedagogical strategy support teaching and learning, especially when it comes to AI? I find that this approach builds on three core principles:

Embracing uncertainty—We position AI as a tool for exploration, not as a solution engine. In this way, students learn to value the questions the technology generates as much as the answers it provides.

In one recent project, students used AI to generate multiple potential brand positioning strategies to spark discussions about unexpected connections and possibilities. For example, a team developing a sustainable packaging brand used the prompt, “Generate three different positioning statements for an eco-conscious Gen Z audience.” In response, ChatGPT provided three distinct angles, each with a different focus: environmental impact, affordability, and premium aesthetics.

The students debated the merits of each statement. Then, they took components of each to form a more nuanced hybrid positioning statement that captured exactly what they envisioned for their brand.

Cultivating curiosity—We encourage students to approach AI with a researcher’s mindset. When analyzing brand sentiment, for instance, students don’t just accept AI-generated analyses. They’re taught to ask deeper questions: “Why might the algorithm have reached this conclusion?” and “What cultural nuances might it be missing?” This approach transforms AI from a  into a catalyst for critical thinking.

For example, a student working on the sustainable clothing brand asked AI to “Analyze a consumer’s sentiment toward eco-friendly fashion.” The AI generated insights indicating a positive trend but lacked specificity about generational attitudes. The student then refined the query: “How does Gen Z perceive sustainable clothing compared to millennials?” 

The AI’s response revealed that Gen Z prioritizes ethical production and transparency, while millennials focus more on quality and durability. Using these insights, the student adapted the messaging strategy to highlight ethical sourcing for Gen Z and product longevity for millennials.

Wonder, both as an emotional state and a pedagogical approach, has long been recognized as a catalyst for learning and discovery.

Collaborative creation—In Digital Brand Storytelling, student teams are encouraged to use AI as an additional team member with a specific skill set—generating initial ideas that require human wisdom to refine and contextualize. This approach helps students understand both the capabilities and limitations of AI while developing their own creative judgment and critical thought.

One team that was working on a skincare product submitted the following prompt to ChatGPT: “We are the design team and you are our brand strategist, working for a young London-based startup agency. We need you to generate a brand persona for our skincare product targeted at young males.” The AI provided structured responses, outlining themes of simplicity, confidence, minimalist aesthetic, and rebellion.

The students then examined these outputs, collating and refining them to align with their own vision and their audience’s aspirations, while taking into account cultural contexts. AI acted as a brainstorming partner, offering structured insights that students shaped with their own creativity.

The Promise of Wonder-Based Learning

Wonder, both as an emotional state and a pedagogical approach, has long been recognized as a catalyst for learning and discovery. Its philosophical origins trace back to ancient Greece, where Aristotle asserted that philosophy itself begins in wonder.

René Descartes later expanded on this idea in his 1649 work . In it, Descartes describes wonder as the first of all passions—a sudden surprise of the soul that sharpens attention and aids memory. Descartes argues that this view of the world is essential to learning, as it suspends judgment and encourages open engagement with new ideas.

In education, it’s a view that fosters curiosity, focused inquiry, and deep intellectual reflection; it nurtures skills that cross disciplinary boundaries. This approach aligns with the evolving needs of employers, who increasingly seek graduates capable of navigating complexity and innovation—critical competencies that will make them indispensable in dynamic and competitive environments.

As AI continues to evolve, our experience suggests that business education must go beyond teaching students how to use AI—beyond focusing on mere technical proficiency. Instead, we must nurture the distinctly human capabilities that AI enhances: curiosity, creativity, and critical thinking. The pedagogy of wonder offers a framework for achieving this balance, and for teaching our students to be creative leaders who can harness AI’s potential while preserving their unique human perspective.

In the words of one recent student who completed a Digital Brand Storytelling project: “I came to this module expecting to learn how to use AI tools. I left understanding how to think with them.” Such a transformation—from seeing AI as just another business tool to viewing it as a catalyst for human creativity—represents the true promise of wonder-based learning in business education.