Nothing Left to Discover

On March 9, 2026, Ali Kim finished teaching her favourite case and knew, before the students had even filed out, that something had gone wrong. The session that morning centred on a decision-making case she had refined over dozens of iterations. The first student to speak raised his hand and delivered a fluent analysis of the case and several students admitted they had worked through the case the night before with generative artificial intelligence (AI). The students, in a sense, were over-prepared. Bewildered by the experience, Kim approached her colleagues to exchange ideas and seek advice. Some had already retreated to handwritten exams, others had banned AI outright. However, Kim realized that reverting to the old world was no longer possible. Sitting in her office that afternoon, Kim kept circling four questions: was the case method dead? Was the problem the students’ preparation, or something deeper in the design of her teaching? If shutting the technology out was neither feasible nor desirable, what was the alternative? And was it possible to rethink the case method so that students learned with these tools rather than despite them?