Using AI is easy; judging with AI is not: Readiness and responsibility in hospitality and tourism education

Abstract

This study explores what students’ engagement with AI-infused learning reveals about readiness for competent and ethical participation in AI-mediated professional work in tourism and hospitality education. Using an exploratory qualitative design, one undergraduate cohort was followed across three pedagogical contexts over one semester. Findings suggest that readiness does not arise from AI familiarity or frequency of use alone. Instead, it became more visible in learning contexts that required evaluative judgement, responsibility, and attention to consequence. Project-based work, in particular, appeared to prompt students to interrogate AI outputs, justify decisions, and recognise the limits of AI in professional practice.