Designing Culturally Inclusive Case Studies with Generative AI: Strategies and Considerations

Abstract

This study investigates the use of generative AI tools to create culturally inclusive case studies in postgraduate project management education, addressing a critical gap in existing research. While prior literature highlights the benefits of culturally responsive teaching (CRT) practices, there is notable lack of exploration into how generative AI can be leveraged to develop culturally relevant learning materials. Using an interpretivist philosophy and action research methodology, the study engaged eight international students to evaluate the effectiveness of AI-generated case studies tailored to diverse cultural contexts. The major contribution of this study is the development of a structured framework of strategies and considerations that guides educators in designing culturally inclusive materials using generative AI tools. The inclusion of clearly defined strategies provides educators with practical guidance, while the accompanying considerations act as essential safeguards, encouraging critical reflection on potential risks such as bias, stereotyping, and ethical misuse. The findings hold significant implications for educational practice, emphasising the ethical use of AI, targeted professional development for educators, and the potential for scalable, inclusive teaching strategies that enhance student engagement, equity, and learning outcomes in multicultural classrooms.

1. Introduction

The demand for skilled project management professionals is growing rapidly, with an estimated 2.3 million individuals needed annually to fill project management oriented roles by 2030 (Project Management Institute [PMI], 2023). In response, postgraduate project management education is critical in equipping individuals with the necessary skills to meet this demand on a global scale. North America, Western Europe, and Oceania, widely recognised as a hubs for international education (Kondakci et al., 2018; Manikutty et al., 2007), attracts students from diverse cultural backgrounds to its postgraduate project management programs. These programs often adopt a constructivist learning approach (Harvard Business School, 2024), with case studies serving as a cornerstone for teaching complex project management concepts. However, a significant challenge emerges, the predominant reliance on case studies derived from Western business contexts (Silova et al., 2020). This gap often limits the relatability and inclusivity of the educational experience for international students (Manikutty et al., 2007).

Culturally inclusive education highlights the importance of integrating diverse cultural perspectives into learning materials (Hutchison & McAlister-Shields, 2020). Research indicates that culturally relevant content enhances student engagement, motivation, and learning outcomes by making material more relatable (Abacioglu et al., 2023). Yet, the persistent lack of culturally inclusive case studies in project management education remains a significant barrier, undermining the potential for an equitable, inclusive learning environment in increasingly diverse classrooms.

Generative AI tools, such as ChatGPT, DeepSeek, and Gemini, offer transformative opportunities to address the challenges associated with designing culturally inclusive case studies in project management education (Hadi Mogavi et al., 2024). These technologies enable educators to efficiently create customised, culturally relevant materials tailored to the diverse backgrounds of students. While existing literature extensively highlights the benefits of culturally relevant case studies or texts (Ebe, 2010; Hefflin, 2002; Herrero, 2006; Jiménez, 1997; Keis, 2006; Senyshyn & Martinelli, 2021) in enhancing student learning, the emergence of generative AI introduces a novel and innovative pathway for producing these materials. By leveraging carefully crafted prompts, tools like ChatGPT, DeepSeek, Gemini, and CoPilot can generate the unique cultural contexts of diverse student cohorts, fostering relatability and engagement.

However, despite the well-documented advantages of culturally inclusive case studies, there is a notable gap in research exploring practical strategies for utilising generative AI to develop these materials effectively. The absence of guidance on integrating these advanced technologies into educational practices limits their potential to transform learning environments. This study seeks to address this critical gap by investigating how generative AI can be harnessed to design culturally inclusive case studies. Thus, this study aims to provide actionable strategies and considerations for educators, ensuring the effective use of generative AI to enhance inclusivity and learning outcomes in postgraduate project management education.

The remainder of this paper is organised into five sections. Section 2 provides a comprehensive literature review that examines Culturally Responsive Teaching (CRT) theory, the overarching framework of the study, and identifies themes critical to defining a culturally inclusive learning environment. Subsequently, Section 3 outlines the research philosophy, strategy, methods, and approach, detailing the action research intervention, data collection methods, and data analysis process. Section 4 presents strategies and considerations for utilising generative AI to create culturally inclusive case studies in postgraduate project management education. Section 5 elaborates on the theoretical and practical implications of the study, along with its limitations and directions for future research. Finally, concluding remarks are presented in Section 6 of the paper.

2. Literature Review

This literature review establishes the theoretical and thematic foundation for the study, utilising Culturally Responsive Teaching (CRT) as the overarching framework. Given the limited research specific to the context of the study, the review draws insights from broader educational domains. Key themes, namely, cultural relevance of case studies, student engagement, inclusivity, and learning outcomes, were identified as essential components of a culturally inclusive learning environment. The rationale for selecting CRT as the overarching theory and the associated themes is discussed in the remainder of this section.

2.1. Culturally Responsive Teaching (CRT) Theory

Culturally Responsive Teaching (CRT) is a well-established educational framework that emphasises the importance of recognising and integrating students’ cultural backgrounds, experiences, and knowledge into teaching practices to cultivate equitable and effective learning environments (Gay, 2018). It advocates for an inclusive approach where cultural diversity is not only acknowledged but actively used as a resource to enhance engagement, motivation, and learning outcomes (Gay, 2002, 2018; Senyshyn & Martinelli, 2021). By addressing the cultural differences in classrooms, CRT aims to create a sense of belonging among learners and ensure that teaching practices resonate with their lived experiences (Ladson-Billings, 1995). In the context of postgraduate project management education in the United Kingdom, where students often come from varied cultural backgrounds, CRT emphasises the integration of students’ cultural identities into teaching practices to foster inclusivity and relatability (Gay, 2018). This aligns closely with the study’s objective of leveraging generative AI to create case studies that reflect the cultural diversity of the student cohort. Thus, this study adopted CRT theory as the overarching framework to identify the key themes that define a culturally inclusive learning environment.

The existing literature using CRT as an overarching framework suggests that a learning environment fulfilling the themes outlined in

Table 1. Themes that define a culturally inclusive learning environment.

Theme	Purpose	Sources
Cultural Relevance of Case Studies	This theme focuses on whether students perceive the case studies as relatable and reflective of their cultural backgrounds. Research highlights that alignment with diverse student experiences fosters relatability and strengthens the connection between theoretical knowledge and practical applications.	da Silva et al. (2024); Massar (2022); Nganga and Kambutu (2024); Senyshyn and Martinelli (2021); Valliere (2022)
Student Engagement with Culturally Relevant Materials	Engagement is a crucial factor in effective learning. This theme evaluates whether culturally relevant materials increase student participation, motivation, and interest in the subject matter. Studies have shown that culturally inclusive materials lead to higher levels of interaction and active learning.	Androsov and Zhang (2023); Massar (2022); Ogodo (2024); Valliere (2022); von Vacano et al. (2022)
Inclusivity in Classroom Environment	Inclusivity ensures that all students feel represented and respected. This theme examines whether students perceive the classroom as an inclusive space where their cultural identities are acknowledged. Inclusive environments are linked to increased collaboration and equitable participation.	Androsov and Zhang (2023); Markey et al. (2023); Massar (2022); Nganga and Kambutu (2024); Schirmer and Lockman (2022); Valliere (2022); von Vacano et al. (2022)
Impact on Learning Outcomes	This theme focuses on evaluating the influence of case studies on students’ ability to apply knowledge effectively and improve learning outcomes. Studies reveal that culturally responsive materials foster critical thinking and enhance academic success.	Androsov and Zhang (2023); Valliere (2022); von Vacano et al. (2022); Weiland and Williams (2024)

can be considered culturally inclusive. Accordingly, this study assumed that case studies generated by generative AI tools can be considered culturally relevant if they effectively embody these themes. Thus, these themes provide the foundational criteria for assessing whether the learning environment facilitated by AI-generated case studies aligns with CRT principles. Table 1 further elaborates on the purpose of each theme and its role in fostering a culturally inclusive learning environment, as supported by the literature.

2.2. Cultural Relevance of Case Studies

The significance of culturally relevant case studies in creating inclusive learning environments is well-documented in academic literature. Rooted in CRT, this approach emphasises the importance of aligning educational content with students’ diverse cultural backgrounds to enhance engagement, relatability, and a sense of belongingness (Senyshyn & Martinelli, 2021). Research explains the effectiveness of culturally relevant case studies in bridging cultural gaps by integrating local contexts (Nganga & Kambutu, 2024) and anchoring learning in students’ personal experiences, thereby making abstract concepts more tangible and meaningful (Weiland & Williams, 2024). Studies on inclusive curriculum design (Massar, 2022) and place-based learning (Valliere, 2022) further illustrate how such case studies contribute to deeper comprehension, critical thinking, and the ability to apply knowledge in real-world scenarios. By representing a variety of perspectives, these cases foster emotional security and promote educational equity, ensuring that all students feel valued and represented in the learning process (da Silva et al., 2024). This approach helps address imbalances in conventional teaching methods, which often overlook the cultural diversity of students. Incorporating culturally relevant case studies into pedagogical strategies not only enhances inclusive education but also ensures equitable learning experiences for all students. Moreover, it equips students with the skills needed to navigate the complexities of global project management, such as cross-cultural communication, adaptability, and empathy. By embracing this approach, educators can create learning environments that are not only inclusive but also transformative, preparing students to thrive in diverse and interconnected professional settings.

2.3. Student Engagement with Culturally Relevant Materials

Incorporating culturally relevant materials to boost student engagement is a vital element in building inclusive and impactful educational settings, as supported by extensive research. von Vacano et al. (2022) examine the connection between social psychology and sociology, illustrating how inclusive teaching practices can break down systemic obstacles and enhance participation among underrepresented student groups. Similarly, Massar (2022) shows that culturally inclusive learning materials make education more relatable and accessible, thereby fostering greater engagement. Ogodo (2024) highlights the importance of culturally responsive teaching methods in increasing student interest and motivation in STEM subjects, especially when content is tailored to reflect students’ cultural backgrounds.

Additionally, Valliere (2022) stresses the value of place-based, inquiry-focused methods in ecological education for promoting student involvement. Furthermore, da Silva et al. (2024) emphasise the significance of integrating students’ personal experiences to create meaningful links with course material. Androsov and Zhang (2023) point out the advantages of engaging international students as co-creators of course content, which encourages active participation by acknowledging their diverse cultural perspectives. Weiland and Williams (2024) present evidence that using culturally relevant data in teaching enhances engagement among marginalised groups in STEM fields. Collectively, these studies confirm the essential role of culturally relevant materials in driving engagement across varied educational contexts.

2.4. Inclusivity in Classroom Environment

Creating an inclusive classroom environment is essential to ensuring that all students feel valued and represented, thereby fostering equitable participation and learning. Extensive research underscores various strategies to achieve this inclusivity. Nganga and Kambutu (2024) emphasise collaborative approaches with Indigenous communities, showcasing the importance of culturally appropriate curricula in valuing diverse identities. Similarly, Androsov and Zhang (2023) explore how responsiveness to cultural diversity and supportive learning frameworks enhance inclusivity in multicultural classrooms. Markey et al. (2023) advocate for proactive planning that incoperate intercultural understanding, helping to address unconscious biases and promotes cohesive learning environments.

Efforts to disrupt systemic inequalities also contribute to inclusivity. Valliere (2022) and von Vacano et al. (2022) highlight the importance of embedding research opportunities and inclusive STEM practices that bridge participation gaps for marginalised groups. These strategies, complemented by culturally responsive pedagogies in online and in-person settings (Massar, 2022; Schirmer & Lockman, 2022), collectively highlight the multifaceted nature of fostering inclusive educational spaces.

2.5. Impact on Learning Outcomes

Integrating culturally responsive pedagogical practices significantly enhances learning outcomes by addressing the diverse needs and contexts of students. Nganga and Kambutu (2024) emphasise the role of culturally appropriate curricula and professional development in improving Indigenous learners’ success, suggesting that culturally relevant teaching strategies foster better academic performance. Similarly, Androsov and Zhang (2023) highlight the effectiveness of multicultural engagement and co-creation, which indirectly enhances learning outcomes by supporting student success in diverse settings.

Weiland and Williams (2024) demonstrate that implementing culturally relevant data in statistics courses not only supports learning but also promotes flourishing among historically marginalised groups. Valliere (2022) highlights how place-based research projects improve ecological knowledge and problem-solving skills, further reinforcing the tangible benefits of contextualised learning. Lastly, von Vacano et al. (2022) connect inclusive teaching practices to improved learning orientations and engagement, illustrating the broader academic success that stems from culturally responsive education.

In conclusion, this literature review highlights four key themes, namely, the cultural relevance of case studies, student engagement, inclusivity in classroom environments, and impact on learning outcomes. These themes form the conceptual foundation for exploring the potential of generative AI tools in creating culturally inclusive learning environments. These themes provide a robust framework for assessing how AI-generated case studies can address the diverse cultural needs of students while promoting equity, inclusivity, and engagement. By aligning these themes with the principles of CRT, this study aims to evaluate the effectiveness of generative AI in fostering meaningful and inclusive educational experiences within postgraduate project management education.

3. Methodology

The research is grounded in an interpretivist philosophy, focusing on understanding the culturally shaped experiences of eight postgraduate project management students. It prioritises subjective insights over quantifiable results. A deductive approach was used to guide the study, allowing for the validation of key themes identified in the literature, namely, cultural relevance, engagement, inclusivity, and learning outcomes, within the classroom setting. To gather in-depth and detailed perspectives, a qualitative research method was employed, which aligns with the interpretivist framework. The study utilised action research as its strategy, leveraging its participatory and cyclical nature to address real-world challenges in educational environments (Kohnke et al., 2023; Zuber-Skerritt, 1991).

Action research operates through iterative cycles of planning, action, observation, and reflection (Kolb, 1984). This study employed these phases to investigate the role of culturally relevant case studies in enhancing student engagement and learning in a postgraduate project management course. The choice of action research aligns with its aims to improve practice and drive changes in the context of teaching and learning by involving the researcher and participants collaboratively in real-world problem-solving.

The population for this study includes international students enrolled in postgraduate project management education across the UK, representing a range of cultural backgrounds. Due to accessibility constraints, the sample was drawn from students in the researcher’s university class. A convenience non-probabilistic sampling approach was adopted, involving international students from the researcher’s class due to time and budget constraints. This approach allowed for an in-depth exploration of how culturally relevant case studies influence learning experiences in a postgraduate project management course. Data collection involved semi-structured interviews conducted via MS Teams, ensuring flexibility and convenience for participants. These interviews aimed to gather detailed insights into students’ perceptions of culturally relevant case studies. Ethical clearance was obtained from the Ethics and Integrity Committee of a University in the United Kingdom, ensuring adherence to ethical standards, including informed consent, confidentiality, and respect for participants’ autonomy throughout the research process.

Action Research Intervention, Data Collection, and Data Analysis

Two case studies were designed using ChatGPT 4 based on student discussions to explore the impact of culturally relevant materials in education. The first case study focused on the construction of the Narendra Modi Cricket Stadium in India, chosen to connect with South Asian students due to their familiarity with cricket and construction projects. The second case study examined the FIFA World Cup 2022 in Qatar, tailored to resonate with students from Africa and the Middle East because of their interest in football. These case studies were integrated into two classroom sessions, followed by data collection through questions tied to the four themes identified in the literature review, ensuring a focused exploration of their impact.

Due to the limited availability of established prompting frameworks in the literature for creating culturally relevant content using generative AI, a custom prompting strategy was developed through collaborative discussions within the research team. This included identifying cultural and contextual elements relevant to the target student groups and embedding those criteria into iterative prompt refinement. The final versions of the prompts used to generate both case studies are provided in Appendix A.

The AI-generated outputs were then reviewed and adapted through a peer debriefing process. Three academic colleagues with diverse cultural and educational backgrounds provided critical feedback on the relevance and appropriateness of the case studies. This peer input was used to enhance the contextual accuracy and cultural sensitivity of the materials.

Semi-structured interviews were conducted with eight participants, including six Indian students (three females and three males), one Bahraini student (male), and one Nigerian student (male). Data saturation was achieved after these interviews, as no new significant insights emerged. Detailed notes were taken during the interviews to capture key observations, reactions, and insights, which were later synthesized to identify recurring patterns and ideas linked to the study’s themes. Semi-structured interviews were not recorded, as ethical clearance for recording them was not obtained. To mitigate potential social desirability or response bias, given that the participants were students of the researcher, interviews were conducted with a consciously neutral tone, and all responses were anonymized during data analysis. A manual thematic analysis was then conducted to systematically identify, analyse, and interpret these patterns, providing meaningful insights into how culturally inclusive case studies can enhance postgraduate project management education.

The findings were categorized to align with the study’s theoretical framework, ensuring a structured and coherent analysis. These insights were interpreted within the context of Culturally Responsive Teaching (CRT) theory, highlighting how the findings align with CRT principles and their potential to foster inclusive learning environments in diverse classrooms. This comprehensive approach not only ensured reliable and reflective findings but also offered valuable insights into the role of culturally inclusive case studies in improving engagement, inclusivity, and learning outcomes in higher education.

4. Findings

This section presents the results of employing culturally inclusive case studies in a postgraduate project management classroom environment. A manual thematic analysis of student feedback and observations identified characteristics that support all four themes from the literature review: 1. cultural relevance of case studies; 2. student engagement with culturally relevant materials; 3. inclusivity in the classroom environment; and 4. impact on learning outcomes. Each theme is discussed in terms of the key characteristics necessary for fostering a culturally inclusive environment, along with the challenges encountered during implementation. The section concludes by outlining the study’s primary contribution, highlighting the strategies for using generative AI platforms to prepare culturally inclusive case studies, along with key considerations for ensuring their effectiveness and inclusivity.

4.1. Cultural Relevance of Case Studies

The findings reveal that tailoring case studies to align with the cultural contexts of the student cohort significantly improves their relevance and relatability. Key factors such as contextual connection (Witherspoon et al., 2009), which reflects the regions represented by the students, and cultural anchor (Miles, 2014), which ties topics to cultural or regional preferences, played a crucial role in this process. For instance, the case study on the Narendra Modi Cricket Stadium strongly resonated with South Asian students due to their familiarity with cricket, while the FIFA World Cup case study engaged African and Middle Eastern students because of their cultural connection to football. These examples underscore the importance of designing case studies that reflect the diverse backgrounds of learners.

Despite these successes, several challenges emerged. Some students were unfamiliar with specific cultural or geographical aspects of the case studies initially found it difficult to connect. For example, one student who had little knowledge of cricket admitted struggling to relate at first but appreciated the effort to include content closer to their peers’ cultural backgrounds. Another challenge was partial relevance, where some students felt that only certain elements of the case studies resonated with their experiences. For instance, while the FIFA World Cup case study appealed broadly, students from regions less involved in the event found it only partially relatable. These challenges highlight the complexities of creating universally engaging materials while catering to diverse cultural perspectives.

Nevertheless, the inclusive approach demonstrated clear benefits. Even when case studies were not universally familiar, students appreciated the effort to move beyond Western-centric narratives and incorporate diverse cultural elements.

4.2. Student Engagement with Culturally Relevant Materials

Findings suggest that culturally inclusive case studies significantly enhanced student engagement with learning materials, theoretical concepts, and peer collaboration, aligning with the need for more inclusive and effective postgraduate project management education. By fostering deeper connections between the content and students’ cultural or professional experiences, these materials address the critical issue of relatability in diverse classrooms (Aronson & Laughter, 2016).

• Participatory design—allowing students to engage in selecting case study topics before the discussion day through classroom discussions, increased their intrinsic motivation and ownership, creating a foundation for more active and meaningful participation (Halliday et al., 2019).
• Experiential bridging—allowed students to connect case study content to their personal and professional experiences, enriching discussions, fostering critical thinking, and bridging the gap between theoretical learning and practical application (Carabantes, 2024; Senyshyn & Martinelli, 2021).
• Critical context analysis—further prepared students for diverse professional challenges by encouraging exploration of cultural and regional dimensions. Familiar case studies, rooted in popular sports or industries, not only sparked curiosity but also facilitated vibrant peer interactions, showcasing how culturally inclusive content can enhance collaboration and knowledge exchange.

Despite these benefits, findings suggest that challenges such as cultural overload and perceived relevance gaps persist, indicating the need for thoughtful implementation of culturally inclusive materials. Some students felt overwhelmed by unfamiliar contexts, highlighting the importance of balancing exposure and providing instructional scaffolding. Others questioned the relevance of specific case studies to their professional goals. These challenges emphasise the necessity of tailored guidance and contextual framing to ensure inclusivity and engagement. However, all the respondents agreed that by fostering an inclusive learning environment that resonates with students’ diverse backgrounds, culturally inclusive case studies hold immense potential to create meaningful educational experiences that bridge theoretical concepts with real-world applications, ultimately enhancing engagement.

4.3. Inclusivity in Classroom Environment

The findings suggest that deliberate efforts are required to create an inclusive classroom environment where all students feel represented and valued. Diverse representation was achieved by incorporating case studies that reflect the cultural contexts of the student cohort (Senyshyn & Martinelli, 2021), such as the Narendra Modi Cricket Stadium and the FIFA World Cup in Qatar. This approach has made students feel seen and valued, promoting a sense of belonging. Students appreciated the fact that the narratives aligned with their cultural identities, as it demonstrated respect and recognition of their unique perspectives. Moreover, cultural dialogue emerged as a critical component, where facilitated discussions encouraged students to reflect on and share how their cultural backgrounds influenced their interpretation of the case studies and theoretical concepts in project management (National Academies of Sciences, Engineering and Medicine, 2018).

However, the findings highlighted several challenges. Bias sensitivity emerged as a key concern, with students emphasising the need to avoid stereotypical depictions in culturally aligned case studies. Similarly, balancing perspectives required careful facilitation by the tutor to ensure equitable participation from all cultural groups, especially those from less-represented regions. The tutor had to remain vigilant to avoid unintentionally marginalising minority voices during discussions.

Despite these challenges, the findings highlight that integrating diverse cultural elements into case studies, combined with structured dialogue, can create an inclusive environment that values diversity, enhances collaboration, and fosters equitable participation for all students.

4.4. Impact on Learning Outcomes

Findings indicate that culturally responsive case studies into postgraduate project management education significantly enhance learning outcomes by fostering critical thinking and problem-solving skills among students (Niesche, 2024). Furthermore, a majority of the respondents highlighted that presenting complex, real-world cases that reflect diverse cultural contexts familiar to students encourages them to apply theoretical knowledge to practical situations, thereby deepening their understanding of global project management practices. This approach aligns with the principles of culturally responsive pedagogy, which emphasises connecting educational content to students’ cultural backgrounds to improve engagement and comprehension, ultimately assisting both tutors and students in achieving learning outcomes (Markey et al., 2023).

However, implementing such case studies presents certain challenges. Assessment bias can occur when evaluation methods do not fully account for cultural differences in problem-solving approaches, and potentially disadvantaged students from diverse backgrounds (Markey et al., 2023). Additionally, feedback misalignment may arise if educators provide critiques that overlook cultural considerations, limiting students’ opportunities to develop culturally responsive decision-making skills. For example, one student highlighted that during a summative presentation, the feedback received focused solely on the technical execution of the project, neglecting the cultural context that influenced their strategic choices. This oversight left the student uncertain about how to effectively integrate cultural factors into future project management decisions. To address these issues, it is essential to design assessments that are culturally informed and to provide feedback that acknowledges and respects cultural diversity (Nortvedt et al., 2020).

In conclusion, while the incorporation of culturally responsive case studies in project management education enhances learning outcomes by promoting critical thinking and practical application of knowledge, educators must remain vigilant in mitigating assessment biases and ensuring culturally aligned feedback to fully realise the benefits of this pedagogical approach.

Based on the discussion thus far, it is evident that the integration of generative AI in designing culturally inclusive case studies presents transformative opportunities for postgraduate project management education. By tailoring content to the diverse cultural backgrounds of students, these tools can enhance engagement, inclusivity, and learning outcomes. However, the effective use of generative AI requires a thoughtful approach to ensure that the materials produced align with the principles of CRT while avoiding potential pitfalls such as bias or stereotyping.

Table 2. Strategies and Considerations for Leveraging Generative AI to Create Culturally Inclusive Case Studies in Postgraduate Project Management Education.

Main Theme	Strategies	Considerations
Cultural Relevance of Case Studies	Contextual Connection—Include contexts, industries, or projects from regions represented by the student cohort (e.g., South Asia, Africa, Middle East).	Avoid Stereotyping—Ensure AI-generated content does not perpetuate stereotypes by critically reviewing and validating case context.
	Cultural Anchor—Align case study topics with cultural or regional preferences (e.g., cricket in India, football in Qatar).	Diversity in Narratives—Incorporate multiple cultural perspectives for balanced representation.
	Global Diversity Lens—Use real-world examples reflecting cultural diversity and global challenges.	Partial Relevance Mitigation—Address gaps by ensuring elements of case studies resonate broadly with diverse student groups.
	Contextual Connection—Include contexts, industries, or projects from regions represented by the student cohort (e.g., South Asia, Africa, Middle East).	Avoid Stereotyping—Ensure AI-generated content does not perpetuate stereotypes by critically reviewing and validating case context.
Student Engagement with Culturally Relevant Materials	Participatory Design—Involve students in selecting case study topics through classroom discussions or surveys.	Participatory Input—Use student feedback to design AI prompts that align with their interests and professional goals.
	Experiential Bridging—Enable students to connect case study content with their personal and professional experiences.	Scenario Complexity—Design realistic challenges that foster critical thinking and collaboration.
	Critical Context Analysis—Encourage analysis of cultural and regional dimensions within the case studies.	Relatability Enhancement—Incorporate familiar cultural anchors to spark curiosity and facilitate peer interactions.
	Scaffolded Exposure—Balance unfamiliar cultural contexts with instructional scaffolding to prevent cultural overload.	Tailored Guidance—Provide clear contextual framing to ensure inclusivity and engagement.
Inclusivity in Classroom Environment	Diverse Representation—Ensure inclusion of diverse cultural perspectives to represent the student cohort.	Equity in Representation—Avoid over-representation of certain regions while ensuring inclusivity.
	Cultural Dialogue—Facilitate discussions encouraging students to share how their cultural backgrounds shape case analysis.	Facilitation Guidance—Provide tutors with discussion prompts to encourage balanced participation.
	Bias-Free Content—Avoid cultural stereotypes in case study narratives.	Critical Review—Assess AI outputs to ensure elimination of biases and stereotypes.
	Complex Challenge Design—Create cases with real-world challenges that integrate cultural and regional nuances.	Culturally Informed Assessments—Ensure evaluation criteria reflect diverse cultural perspectives.
Impact on Learning Outcomes	Contextual Application Assessment—Evaluate students’ ability to apply knowledge to diverse cultural contexts.	Feedback Sensitivity—Provide culturally aligned feedback emphasizing decision-making influenced by cultural considerations.
	Cultural Feedback Focus—Offer feedback that highlights cultural factors’ roles in project strategies.	Real-World Relevance—Use assessments to prepare students for global project management challenges.
	Participatory Design—Involve students in selecting case study topics through classroom discussions or surveys.	Participatory Input—Use student feedback to design AI prompts that align with their interests and professional goals.
	Experiential Bridging—Enable students to connect case study content with their personal and professional experiences.	Scenario Complexity—Design realistic challenges that foster critical thinking and collaboration.

outlines key strategies for utilising generative AI platforms, such as ChatGPT and similar tools, to create meaningful and inclusive educational content. Additionally, it highlights critical considerations to guide educators in designing case studies that resonate with diverse student cohorts and support equitable learning environments.

5. Discussion

This section presents and discusses the theoretical and practical implications of the study.

5.1. Theoretical Implications

The first major implication is that this study’s findings align well with Gay’s (2002) framework on CRT, namely, cultural competence, critical consciousness, and engaging academic success, within postgraduate project management education. The findings reveal that AI-generated case studies enabled educators to incorporate culturally diverse contexts, such as the Narendra Modi Cricket Stadium in India and the FIFA World Cup in Qatar, into classroom discussions, addressing Gay’s (2002) concept of cultural competence by reflecting the backgrounds and lived experiences of students. The students’ feedback highlighted how these case studies resonated with their cultural identities, fostering a sense of belonging and engagement. Moreover, the discussions prompted by these case studies encouraged students to critically analyse the sociopolitical and economic factors underlying the projects, aligning with the CRT component of critical consciousness. For instance, students from South Asia noted the relevance of the cricket stadium case study to their cultural and professional experiences, while students from the Middle East and Africa connected with the FIFA World Cup case study, discussing its broader societal implications. Finally, engaging academic success was evident as students demonstrated enhanced problem-solving and critical thinking skills when working with culturally aligned materials. The use of generative AI not only facilitated the creation of these culturally relevant and engaging materials but also provided educators with a scalable method to tailor content to the diverse needs of their classrooms, reinforcing CRT’s emphasis on equitable and effective learning. This evidence highlights the potential of generative AI as a practical tool to bring CRT principles into actionable practice.

The major contribution of this study is encapsulated in Table 2, which integrates the principles of CRT with strategies and considerations for leveraging generative AI tools to create culturally inclusive case studies in project management education. Each theme, namely, cultural relevance, engagement, inclusivity, and learning outcomes, is aligned with CRT’s emphasis on embedding students’ cultural contexts into teaching materials (Senyshyn & Martinelli, 2021). By providing a structured framework for AI-facilitated material development, Table 2 bridges the gap between CRT theory and its practical application, offering a new theoretical model for understanding how generative AI can enhance multicultural learning environments. The inclusion of clearly defined strategies equips educators with practical guidance for creating inclusive content, while the considerations serve as essential safeguards to help educators reflect critically on potential risks, such as cultural bias, stereotyping, and ethical misuse. Together, these elements not only support responsible AI use but also promote intentional, equity-focused curriculum design. This theoretical advancement deepens CRT’s applicability in postgraduate project management education and opens avenues for further research into AI-supported culturally inclusive teaching practices.

Then this study makes a significant theoretical contribution to the field of materials development by demonstrating how generative AI tools can transform the design and adaptation of culturally inclusive teaching resources. Building on Tomlinson’s (2012) framework, which emphasises evaluation, selection, adaptation, and creation as core elements of materials development, this research highlights the potential of generative AI to streamline these processes while addressing the sociocultural needs of diverse classrooms. Traditionally, materials development has been viewed as a skill learned on the job, with educators often relying on pre-packaged resources that fail to capture the complexity of localised, situated pedagogies (Bouckaert, 2019). This study positions generative AI as a transformative tool that enables educators to create contextually relevant materials aligned with the cultural realities of their student cohorts, moving beyond the limitations of static, one-size-fits-all textbooks. By integrating AI into the materials development process, educators can enhance their capacity to reflect on and respond to the unique sociocultural dynamics of their teaching environments, thereby reinforcing their role as active, adaptive materials developers.

Finally, this study highlights the importance of educators developing a comprehensive understanding of generative AI tools, such as ChatGPT, before integrating them into the design of culturally inclusive teaching materials. Building on the insights of Mhlanga Mhlanga (2023), it emphasises that educators’ familiarity with how AI processes information and generates responses is essential to eliminate ambiguities and misconceptions. By emphasising strategies to avoid stereotyping, mitigate biases, and ensure balanced representation, the findings contribute to the ethical framework of CRT. This framework, as outlined by Gay (2002), reinforces the importance of fairness and cultural sensitivity in pedagogical practices. By integrating ethical considerations into CRT theory, this study advances discussions on leveraging AI responsibly, ensuring that educators use these tools to uphold cultural equity and inclusivity while fostering trust and accountability in AI-generated educational content.

5.2. Practical Implications

Along with the theoretical implications, the findings of this study offer valuable practical insights for educators, curriculum developers, and institutions seeking to enhance inclusivity in postgraduate project management education. By leveraging generative AI tools, such as ChatGPT, educators can create culturally inclusive case studies that reflect the diverse cultural contexts of their students. The strategies outlined in this research, including contextual connections, participatory design, and experiential bridging, provide a clear roadmap for designing materials that resonate with students’ lived experiences. This shift allows educators to move beyond Western-centric content, fostering a more inclusive and engaging learning environment.

For classrooms with multicultural student populations, institutions can adopt the practices identified in this study to promote equity and inclusivity. AI-generated case studies tailored to specific cultural contexts help students from underrepresented backgrounds feel seen and valued, enhancing their sense of belonging. This inclusive approach can improve student engagement, participation, and collaboration, ultimately contributing to a more cohesive and effective learning experience.

Another key implication involves the design of inclusive assessments. The study emphasises the importance of culturally informed evaluation frameworks that consider students’ ability to apply knowledge in diverse contexts. Institutions can incorporate these insights to create assessments that are free from bias and reward culturally responsive decision-making, ensuring equitable opportunities for all students.

The study also highlights the need for ethical use of generative AI in education. Practical guidelines, such as avoiding stereotypes, mitigating biases, and ensuring balanced representation, provide educators and institutions with the tools to critically evaluate AI-generated content. These considerations ensure that teaching materials produced using generative AI align with principles of fairness and cultural sensitivity.

Additionally, the findings highlight the importance of professional development for educators. Institutions can design training programs to familiarise educators with generative AI tools and their applications in creating culturally inclusive content. These programs can equip educators with the skills and knowledge necessary to integrate AI technologies into their teaching practices effectively and ethically.

Finally, the replicable nature of the strategies presented in this study allows institutions worldwide to adapt these practices to their local contexts. By using generative AI to create teaching materials that reflect regional and cultural nuances, universities can scale inclusive practices globally, enhancing the learning outcomes of diverse student populations and preparing them for global professional challenges.

6. Conclusions

This study achieved its primary objective of providing actionable strategies and considerations for educators, ensuring the effective use of generative AI to enhance inclusivity and learning outcomes in postgraduate project management education. By evaluating the potential of culturally inclusive case studies in international cohorts, the research highlights the critical role of integrating diverse cultural contexts into educational materials. The findings emphasise key themes such as cultural relevance, student engagement, and inclusivity, while also acknowledging the need for cautious and critical engagement with generative AI tools.

Rather than presenting AI as inherently transformative, the study recognises that its value depends on how it is applied, requiring educators to address challenges such as algorithmic bias, cultural oversights, ethical limitations, and the necessity of human oversight in content design. These results reinforce the importance of adopting inclusive teaching practices that promote equity, support meaningful learning, and ensure the ethical use of generative AI, with a balanced perspective that fairness, cultural sensitivity, and thoughtful implementation in multicultural educational environments.

Building on these findings, the study illustrates how generative AI can serve as a practical and transformative tool for embedding culturally responsive pedagogy into higher education. By enabling the efficient creation and adaptation of learning materials that reflect students’ cultural identities and lived experiences, generative AI empowers educators to foster deeper engagement and a stronger sense of belonging among diverse student cohorts. The strategies identified in this study support educators in developing culturally inclusive content, while the accompanying considerations serve as critical checkpoints, reminding educators of the ethical, cultural, and pedagogical implications involved in AI-assisted content design. This balance ensures that generative AI is not only used creatively, but also responsibly, minimising the risk of reinforcing stereotypes or introducing bias. When applied thoughtfully, these approaches position generative AI as a catalyst for inclusive educational innovation, supporting equitable learning experiences across global postgraduate classrooms.

Despite the study’s contributions, there are several limitations that future research can address through further exploration. One key limitation is the exclusive use of ChatGPT and custom-designed prompts to generate culturally inclusive case studies. While this approach provided practical value, the prompting process was developed internally due to the lack of established frameworks in existing literature. Furthermore, relying on a single generative AI platform may limit the diversity of outputs and perspectives that could be achieved through the use of alternative tools.

Another limitation concerns the study’s sample, which included only eight postgraduate students, the majority of whom were from India. While data saturation was achieved, the limited cultural diversity and small sample size may restrict the generalizability of the findings. In addition, all participants were students of the researcher, which introduces the potential for social desirability or response bias. However, it is important to note that the authors took appropriate measures to minimise the impact of the limitations discussed above.

To build on this work and address these limitations, there are several areas where the scope of this work can potentially be expanded. One key area involves the use of ChatGPT and custom-designed prompts to generate culturally inclusive case studies. While this approach offered practical value, the prompting process was developed internally. To improve the quality and contextual relevance of the AI-generated content, this study employed peer debriefing with colleagues from diverse cultural and academic backgrounds. This helped ensure cultural sensitivity and mitigate unintended bias. However, there remains an opportunity to advance this work by developing structured prompt design methodologies that can guide the creation of culturally inclusive content in a more systematic and replicable manner. Future researchers may also consider exploring a broader range of generative AI tools to assess their relative effectiveness in producing culturally relevant educational materials across different learning contexts.

The study also engaged a small and relatively homogeneous sample of postgraduate students, the majority of whom were from India. Although data saturation was achieved during the interview process, the findings reflect the experiences of a limited cultural group. The scope of this work could be expanded by involving a more diverse student population across different national, cultural, and academic backgrounds. Doing so may yield broader insights into how varied learner groups engage with AI-generated, culturally tailored materials.

In addition, this research was conducted over a short implementation period and relied solely on qualitative inquiry. Expanding the study design to include longitudinal approaches or mixed methods could provide richer evidence on the sustained impact of AI-integrated teaching practices.

These directions will enhance both the methodological rigour and practical relevance of research on culturally responsive teaching, contributing to more inclusive and effective pedagogical practices in global postgraduate education.