Abstract
The exploratory research presented in this chapter drew from a study that investigates the effectiveness of artificial intelligence (AI)-enhanced, equity-centric communication in improving academic performance through fostering a greater sense of institutional belonging—a crucial precondition for academic engagement—among first-year business students in Aotearoa New Zealand. Given the systemic barriers faced by Māori and Pacific students—who are historically underserved (The term historically underserved shifts the focus from a numerical lens to a more nuanced and systemic understanding of inequity. It highlights the persistent structural and institutional barriers that have limited access, inclusion, and opportunity for Māori and Pasifika communities: “Underserved” refers to inadequate or unequal provision of services, support, and resources, pointing to institutional responsibility and systemic gaps. “Historically” acknowledges that these patterns are not incidental or new, but embedded in colonial, racialised, and socio-economic histories. This aligns with decolonial approaches that centre Indigenous experience and epistemologies over deficit framings.) in higher education due to structural inequalities, underrepresentation, and culturally misaligned pedagogical practices—this exploratory research examines the extent to which AI-enhanced communication strategies can promote student success by enhancing clarity, accessibility, and inclusivity in academic messaging. Māori and Pasifika students often navigate institutional settings where cultural perspectives are not sufficiently visible, support systems do not align with community values, and communication methods fail to connect with lived realities. These gaps can contribute to lower levels of engagement, reduced retention, and achievement disparities. The research was based on three distinct data sources to examine the impact of AI-enhanced, equity-centric, communication on student belonging and academic outcomes, which include an intervention implemented in a core business course (n = 922), focus groups with Māori and Pacific students (n = 13) exploring their experiences of institutional communication and belonging, and a survey of undergraduate students (n = 115) assessing perceptions of AI-enhanced messaging. By triangulating these data sources—academic performance metrics, qualitative insights from focus groups, and survey responses—this study analyses how AI-enhanced communication strategies could potentially influence students’ sense of belonging and academic engagement in a culturally diverse tertiary education setting. The findings suggest that AI-enhanced communication strategies contributed to measurable improvements in academic performance, with Māori and Pacific students demonstrating a 15% increase in pass rates and a 10% improvement in average grades compared to previous cohorts. Focus group discussions exploring equity, communication, and appropriateness of using AI-enhanced messaging revealed that Māori and Pacific students place high value on seeing their cultural identities meaningfully reflected in institutional practices, emphasising the need for culturally affirming engagement strategies to strengthen students’ sense of belonging and academic motivation. As such, the data point to the importance of embedding Māori and Pacific perspectives not only in curricula but also across all channels of institutional communication. Survey responses indicated a strong preference for AI-enhanced messages, particularly regarding clarity and inclusivity, though concerns were raised about AI’s authenticity and cultural relevance. Overall, this exploratory research contributes to the growing conversation on the role of AI in higher education by informing institutional strategies for developing more inclusive and culturally responsive communication practices. By demonstrating how AI-enhanced messaging can support student engagement and academic performance—particularly for historically underserved groups—this study highlights the potential of AI-enhanced communications not only to improve equity outcomes but also to support staff in adopting more consistent and empathetic communication approaches. In doing so, it offers a scalable model that encourages transparency, strengthens relational trust, and supports academic integrity by promoting clear expectations and inclusive learning environments for all.