Abstract
The study analyzes how the correlation between AI literacy and the quality of collaborative learning and inclusive leadership in Bangladeshi business education through the multi-level systems lens. An explanatory sequential design was used as a mixed method. The survey data were quantitative and were collected from 206 business students and were analyzed with the help of descriptive statistics, reliability tests, correlation, regression models, and group difference tests. The measures of AI literacy, collaborative learning, and inclusive leadership included Likert scale items and were calculated as mean scale scores. 10 faculty interviews in the discipline of business and 4 student focus group discussions were used as sources of qualitative data, which were analyzed in NVivo with the help of cases, attributes, thematic coding, project maps, and thematic tables. Findings indicate moderate or high AI literacy and inclusive leadership, with a decreased quality of collaborative learning. Collaboration and inclusive leadership have a strong and very strong correlation with AI literacy, respectively. Regression means that inclusive leadership is mostly predicted by AI literacy. ANOVA indicates that AI use frequency distinguishes AI literacy and inclusive leadership, not program or year. Results identify assessment design, policy clearance, and culture of verification as important system levers.