This quantitative and exploratory study investigated management students' perspectives on integrating Generative Artificial Intelligence (GAI) like ChatGPT into higher education. A survey examined 140 undergraduates' attitudes towards ChatGPT's potential classroom applications proposed in a UNESCO framework. Students anticipated AI would be prevalent in their future professions. However, they preferred ChatGPT for exploratory learning rather than as a replacement for human teaching and collaboration. Minimal gender differences were found, indicating shared moderate favourability towards ChatGPT to supplement academics pending ethical guidelines. While recognizing distinct benefits, students exhibited caution around overreliance on AI guidance. The findings provide preliminary insights to inform policies guiding responsible adoption. Further research should substantiate these attitudes and track evolving impacts as AI permeation grows. Overall, judicious AI incorporation shows promise for enriching teaching and learning if implemented considerately.

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