Informatics in Education

The integration of Artificial Intelligence (AI) literacy into college curricula is a pressing but complex challenge, particularly in non-technical fields like business. This paper presents a case study of a pedagogical intervention designed to embed AI literacy within a required college mathematics course. The intervention employed a Problem-Based Learning (PBL) framework where 120 business students used tools like ChatGPT and matrix calculators to solve an authentic data-driven business problem. We analyzed data from the final assessment artifact – a digital magazine – to evaluate the development of specific AI literacy competencies. Initial findings from this pilot implementation indicate that the PBL approach was effective in developing students’ skills in data-driven argumentation, critical evaluation of AI-generated outputs, and the ability to connect abstract mathematical models to practical AI applications. The study demonstrates a promising replicable model for integrating AI literacy into foundational courses, but also highlights key challenges, including the need for explicit scaffolding in critical AI evaluation. This paper contributes empirical insights from an initial implementation, offering a practical framework and actionable lessons for educators designing AI literacy curricula.