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For Loic PLÉ, November 2022 marked a turning point for educational institutions. When he first discovered ChatGPT, IÉSEG’s Director of Pedagogy immediately recognized that generative artificial intelligence would profoundly reshape the role of Schools, the position of teachers and the skills expected of students. Three years later, an eternity in technological terms, he offers a first assessment, combining lucidity and humility with a commitment to high academic standards.

What were your first impressions when you discovered Generative AI at the launch of ChatGPT?

I tried it immediately. I was struck by its quality and ease of use. I even described it at the time as a “thermonuclear bomb,” because we had no idea – nor do we fully understand today – the scale of its potential impact. I quickly began to reflect on the consequences for education. It was clear to me that this would go far beyond simply reshaping assessment methods. Generative AI was bound to challenge the way we learn, the way we teach and the expectations we set for our students. We would have to adapt, and fast. Less than a month later, I was presenting the issue to the Board of Directors, outlining what was at stake, how the technology worked and what its implications could be. A few weeks later, I held similar sessions with faculty members and administrative staff.

How did the academic world react?

Some initially did not take me seriously. The main concerns, at IÉSEG as well as across higher education more broadly, focused on the risk of cheating. While that issue could not be ignored, I believed it needed to be weighed against the challenges and opportunities this technology brings. There is no doubt that generative AI represents one of the most significant and disruptive shifts education has ever faced. We quickly agreed that the answer was not to ban the tool, but to adapt to it—with intelligence and humility.

How was this realization translated into concrete action?

We adopted a systemic approach. First, we drafted a code of conduct in mid-2023 to frame the use of AI by both students and faculty. We then rolled out training sessions for professors and administrative staff. Upon completion, participants were awarded a certification badge that they could display on their LinkedIn profiles. We also organized workshops for students to raise awareness of the importance of using these tools ethically and responsibly in an academic context. In a spirit of transparency and pedagogy, we even used generative AI itself to present practical use cases and explore its potential scope.

Do schools still have a role to play in the age of AI?

That is indeed a fundamental question. Yet it is not entirely new, we were already asking it with the rise of MOOCs. The reality is that those who benefit most from these technologies are often the ones who already possess strong knowledge.

In my view, the role of education in the age of AI is to cultivate critical thinking in the face of probabilistic systems, to help students structure their knowledge and to learn how to learn. We must also not underestimate the importance of the social dimension of education: human interaction, debate and the exchange of perspectives remain essential.

Isn’t assessment the most critical issue ?

It certainly is, however we need to put things into perspective. The goal is no longer to fight cheating at all costs, but to ensure that students have genuinely acquired and can apply the knowledge and skills they will need in real-world situations. This calls for more concrete, frequent and rigorous forms of assessment, such as hands-on projects, continuous evaluation of reasoning processes and ongoing monitoring of progress. It is undoubtedly more time-consuming, but also far more meaningful.

What role does education play in this new paradigm?

It becomes fundamental once again. Education’s mission has always been to inspire students to learn. AI may tempt them with the promise of instant answers and the illusion that a tool can do the work for them. But students need teachers who can transmit passion and sustain motivation. They also need guidance in learning how to use these technologies responsibly and effectively. The traditional top-down lecture, even a brilliant one, is no longer sufficient. Today, pedagogy must be active and experiential: role-playing exercises, simulations, real-world case studies enriched by feedback from companies. AI should be seen as a lever for learning, not a substitute for it. And we did not wait for its rise to support our faculty in developing more interactive and collaborative teaching methods.

Ethics and AI often come up together in discussions. Where should we draw the line?

Last November, I co-led a study for the CGE (Conférence des Grandes Écoles) on how AI is being used in French business schools. It highlighted a growing awareness among both faculty and students of the importance of transparency when using these technologies. We should clearly indicate when AI has been used, explain how it was employed and on what data it relied, while remaining vigilant about the risks of bias and hallucinations. At the same time, we must be careful not to stifle innovation through excessive regulation. There is a clear tension between a highly normative approach and a kind of technological “Wild West.” Innovation often precedes regulation. In my view, if we want to regulate wisely, we first need to experiment.

You teach strategic management. to what extent do you consider ai as a lever for businesses?

In my view, companies can leverage AI in four complementary ways. As a strategic analysis tool, by collecting and processing information. As a strategic enabler, by facilitating the execution of strategies and accelerating innovation through automation. As a partner to employees, not as a substitute,
but as part of a collaborative relationship between humans and technology. As a dynamic learning loop in which humans and AI continuously learn from each other over time.

Together, these dimensions contribute to organizations’ strategic agility, responsiveness and capacity for innovation.

What piece of advice would you give to help everybody stand out with AI?

I strongly recommend that students learn not only how to use AI tools, but also how they work and what their limitations are. This understanding will allow them to leverage AI ethically and effectively. For example, they can use it to analyse and improve their CVs, prepare for interviews, and generally enhance their productivity. In a rapidly changing world, it is essential to remain curious and open-minded, while also harnessing the strengths of AI. Done wisely, AI can help them advance further and develop true expertise in their chosen field.

How do you foresee the future of ai?

Given the pace at which developments are unfolding, it is difficult to make reliable predictions beyond the next two or three years. This is precisely why our AI strategy currently focuses on the 2025–2026 academic year and is regularly updated. There is little doubt that this technology will continue to transform both education and the job market. IÉSEG remains committed to its mission while integrating AI wherever it creates value. The School intends to maintain its lead by staying both humble and agile.

This article was written by Luna Créations for #IÉS, the IÉSEG Network magazine.