Portrait of Larisa Hrustek Portrait of Ana Kutnjak

Digital Transformation

by Larisa Hrustek and Ana Kutnjak

University of Zagreb Faculty of Organization and Informatics

AI was integrated through seminar sessions where students used AI tools in their course projects — digital transformation proposals for real-world business cases. AI served as a support tool for deeper analyses, clarifying analytical results, creating visualizations of digital transformation models, developing conceptual prototype designs, and presenting selected analytical methods.

Learning outcomes

  1. ILO 1: Recommend appropriate digital technologies for business process transformation
  2. ILO 2: Design a proposal for improving user experience
  3. ILO 3: Evaluate the need for innovation for a given business problem
  4. ILO 4: Develop innovations in business processes and business models
  5. ILO 5: Design business process transformation based on organizational, process, and technological innovations
  6. ILO 6: Propose specific technological innovations and create an integration plan
  7. ILO 7: Assess the application of digital transformation methods in a selected case
  8. ILO 8: Justify the need for upgrading software support as part of a transformation initiative
  9. ILO 9: Construct a project implementation plan considering multiple resource types
  10. ILO 10: Estimate costs and effects of business process improvement

Assessment

AI use evaluated in relation to ILOs. ILO 1 and ILO 3: how students used AI for industry analysis and identifying disruptions. ILO 2, ILO 7, ILO 8: ability to develop conceptual models, visualize current state, and present solutions using AI-supported tools (e.g., Canva AI).

Evaluation

Through students' project work and seminar discussions. Projects required explicit description of AI tool usage, indicating which outputs were accepted, how they were refined, and how they contributed to final solutions. Regular seminar discussions with critical reflection.

  • KPIs tracked: No
  • Formal institutional evaluation: No

Risk management

Students were consistently reminded of ethical and responsible AI use. AI was intended as a supporting companion, not the primary creator of student work. Projects entirely generated by AI were returned for revision, requiring students to demonstrate appropriate and responsible use.

Challenges

Irresponsible use of AI tools — submitting entirely AI-generated content, improper referencing, and propagating incorrect AI-generated information
Discussions with students reviewing project mistakes; lecturers demonstrated with specific examples that AI can hallucinate, misinterpret, or produce biased results
Fostering student awareness of responsible and conscientious AI use
Despite efforts, some teams did not adequately evaluate AI-generated content quality

Scalability

Applicable to other project-based courses. The Faculty has established Guidelines for AI Use in Teaching. Institution organizes regular workshops and training for lecturers on AI tools, with further planned activities on ethical AI use by students.