The way people learn is undergoing fundamental change – not least due to the growing use of generative artificial intelligence (GenAI). The article “How People Are Really Using Gen AI in 2025” by Marc Zao-Sanders (Harvard Business Review, April 2025) puts it clearly: AI is no longer used primarily for technical tasks, but increasingly supports personal productivity, self-organization, and education.
“The most common uses of generative AI are no longer technical — they’re emotional, reflective, and educational.” (Harvard Business Review, 2025)
This shift has direct implications for professional learning and development – including in the field of Supply Chain Management (SCM). In our certification programs, we actively encourage participants to use AI tools such as ChatGPT or similar applications to support their individual learning process – whether by creating summaries, formulating comprehension questions, asking for explanations of practical examples, or using AI as a study companion in preparation for APICS exams.
Although AI is not yet an explicit part of our course content, we increasingly ask: How does AI impact learning behavior, and what role should education providers play in guiding that change?
Three key observations on the role of GenAI in continuing education:
- Changing learning behavior through AI
The use of GenAI supports learners in structuring content, engaging with complex topics, and reflecting more deeply. Learning becomes more personalized and self-directed, with greater initiative coming from the individual. - Strengthening self-organization
AI acts as a learning companion. Many learners use it to plan their studies, better understand content, or clarify complex relationships. This leads to new forms of self-learning competence that are not driven by traditional instruction, but supported by digital tools. - Implications for continuing education
Even if GenAI is not (yet) part of the formal curriculum, it is already shaping the context in which learning takes place. Continuing education must respond to this shift by remaining open to new tools, creating space for discussion, and fostering a reflective approach to technology use.
Conclusion:
The integration of artificial intelligence into learning is no longer a distant prospect. It is already a part of everyday learning for many – often beyond formal course structures. For continuing education in supply chain management, this means recognizing and shaping these developments: with targeted impulses, guided reflection, and flexible learning formats that neither exclude technology nor treat it uncritically.
The future of learning in supply chain management is digital, self-directed – and increasingly supported by AI.
