{"id":3384,"date":"2026-10-05T15:41:56","date_gmt":"2026-10-05T13:41:56","guid":{"rendered":"https:\/\/escp.eu\/blog-bachelor\/?p=3384"},"modified":"2026-10-08T13:36:11","modified_gmt":"2026-10-08T11:36:11","slug":"beyond-the-prompt-how-escp-bsc-students-learn-to-work-with-ai-not-just-use-it","status":"publish","type":"post","link":"https:\/\/escp.eu\/blog-bachelor\/beyond-the-prompt-how-escp-bsc-students-learn-to-work-with-ai-not-just-use-it\/","title":{"rendered":"Beyond the Prompt: How ESCP BSc Students Learn to Work With AI, Not Just Use It"},"content":{"rendered":"\n

Artificial intelligence<\/strong> is redesigning the world of business at an extraordinary speed. New tools emerge almost weekly, companies are redesigning the way they work, and graduates are entering a job market where AI is no longer a novelty but an everyday reality. Amid all this change, however, one question matters more than any other: what does it really mean to be AI-ready?<\/p>\n\n\n\n

For Professor Alara Tascioglu<\/strong>, Assistant Professor of Business Analytics, AI, and Digital Transformation at ESCP Business School and AI Initiative Paris Campus Coordinator<\/strong>, the answer has surprisingly little to do with becoming a programmer. Through AI for Big Data Management<\/em>, the second-year Bachelor in Management (BSc)<\/a> course she designed and leads, taught across the Paris, Madrid, and Turin campuses<\/strong>, she aims not simply to introduce students to the latest technologies, but to help them develop something considerably more valuable: the confidence to understand, question and direct AI in purposeful ways.<\/p>\n\n\n\n

Each spring, around 1,000 second-year students<\/strong> take part in the course. Some arrive already experimenting with AI in their personal projects. Others quietly believe they are \u201cnot technical enough\u201d to succeed. Yet by the end of the semester, they are building AI agents, measuring their performance and debating the choices behind the systems they have created. That transformation, Professor Tascioglu explains, is the part of teaching she cares about most. Watching students move from \u201cI\u2019m not a coder<\/em>\u201d to confidently saying, \u201c<\/strong>Here is the system I built and here is why I built it this way,<\/em>\u201d<\/strong> is, for her, where the real learning happens.<\/p>\n\n\n\n

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Professor Alara Tascioglu. Photo by \u00a9 Emma Fr\u00e9ry.<\/em><\/figcaption><\/figure><\/div>\n\n\n
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Learning by Building, Not by Keeping Up<\/h2>\n\n\n\n

Business analytics<\/strong> and data science<\/strong> are often regarded as intimidating subjects, especially for students without technical backgrounds. Professor Tascioglu was determined to change that first impression.<\/p>\n\n\n\n

Rather than presenting AI through traditional lectures or abstract theory, she deliberately designed the course to teach AI with AI itself<\/strong>. The technologies students are learning about become the very tools they use to learn. Business analytics and data science are introduced through gamified challenges, practical case studies and real-life scenarios that encourage experimentation rather than passive learning.<\/p>\n\n\n\n

The ambition extends well beyond teaching students how to use today\u2019s most popular platforms. By the end of the course, they should be able to use AI tools effectively, question the quality of their outputs, and even build small systems of their own.<\/p>\n\n\n\n

After all, there is a significant difference between having tried ChatGPT a few times and understanding how artificial intelligence can help solve an authentic business problem. Filling that gap is exactly what the course is designed to achieve, and it leads directly to the next fundamental step: knowing when not to use AI<\/strong>.<\/p>\n\n\n\n