Abstract:

Undergraduate finance courses frequently encounter persistent instructional challenges: students do not consistently engage with assigned readings, struggle to retain knowledge from prerequisite subjects, and participate cautiously in class—particularly when courses are delivered in English as a second language. These difficulties are especially evident in senior-level subjects that require cumulative conceptual integration and analytical reasoning. This paper presents the redesign of a Financial Planning course in a Business Administration program through the structured integration of Artificial Intelligence as a pedagogical support mechanism.

The intervention addressed two central issues: limited engagement with dense technical readings and fragmented retention of prior finance knowledge. First, assigned readings were transformed into podcast-style audio materials using Artificial Intelligence tools. This approach provided students with an additional access point to theoretical content, allowing repeated exposure to key concepts and financial terminology before class. The audio format reduced resistance to lengthy texts and supported comprehension in English without lowering academic expectations.

Second, a customized tutor based on Artificial Intelligence was developed using the syllabus of the course and related prerequisite subjects. The tutor was designed to guide students through questions rather than provide direct answers, encouraging structured reasoning and helping them reconnect foundational concepts with current topics such as budgeting, cash flow projections, and strategic financial planning. By integrating content across semesters, the tool aimed to strengthen curricular continuity and reduce conceptual fragmentation.

Student feedback indicates strong acceptance of both strategies. Most participants had not previously used an Artificial Intelligence tutor in a structured academic setting, yet a clear majority evaluated the experience positively. Reflections highlight improved conceptual clarity, increased confidence when solving financial problems, better preparation before class, and greater ease in following discussions conducted in English.

Rather than transforming the curriculum, the integration of Artificial Intelligence functioned as a scaffold within an existing rigorous framework. Academic standards and assessment criteria remained unchanged. The experience suggests that when intentionally aligned with instructional goals, Artificial Intelligence can enhance engagement, reinforce knowledge integration, and support student confidence in analytically demanding disciplines. The findings contribute to the ongoing conversation about the role of emerging technologies in higher education, emphasizing pedagogical design over technological novelty.

Keywords:

Artificial Intelligence, Multimodal Learning, Finance Education, Student Engagement.