Teaching economics in the age of AI

This article examines the integration of Artificial Intelligence (AI) tools, such as ChatGPT and Gemini, within economics education, particularly focusing on the balancing act between technological innovation and academic integrity. While AI significantly enhances information accessibility and offers robust support for learning, data synthesis, and research design, it poses critical challenges to students' independent strategic thinking and methodological rigour. Grounded in the context of Malaysian higher education and aligned with the national digital economic agenda (MyDIGITAL), this study discusses the pedagogical shifts required to transition students from passive, over-dependent users of AI to critical thinkers. By incorporating AI as an interactive classroom mechanism, such as generating historical economic timelines and stimulating debates on automation and productivity, educators can effectively contextualise Malaysia's transition into a knowledge-based economy. Ultimately, this article provides actionable insights for economic educators to adapt their teaching strategies, ensuring that AI serves as a meaningful supplementary tool that reinforces rather than compromises the intellectual foundations of the discipline.