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[Careers](https://www.cesim.com/about/careers) [📱 27 November | Faculty Webinar - Simulation Learning in Hospitality Management Education | Register now](https://www.cesim.com/webinar-cesim-hospitality-q4-2025) ## **The Business Simulation Blog** # Why AI Coaching in Business Simulations Is the Right Response to What UNESCO Is Asking Posted by [Olivier Malafronte](https://www.cesim.com/blog/author/olivier-malafronte) on Tuesday, October 27, 2026 | Reading time: 10 min. - [Tweet](https://twitter.com/share) ![Cesim AI Coach blog thumbnail](https://www.cesim.com/hs-fs/hubfs/Cesim%20AI%20Coach%20blog%20thumbnail.jpg?width=500&height=250&name=Cesim%20AI%20Coach%20blog%20thumbnail.jpg)In 2026, UNESCO published "[The Algorithm in the Room](https://www.unesco.org/en/articles/algorithm-room-seeing-and-confronting-implications-ai-and-futures-education)," a landmark report naming six urgent questions every educational institution must now confront about AI. The questions cut to the heart of what we believe learning is for: who controls the algorithm, what it does to learners, and how we ensure it serves human development rather than replacing it. ##### Six Urgent Questions, One Concrete Answer As a researcher and practitioner who has spent the past several years studying AI Coaching (AIC) in both professional and educational settings—work that culminated in a PhD thesis defended at UniversitĂ© CĂŽte d'Azur in 2025—I believe business simulations, and specifically [CESIM Global Challenge](https://www.cesim.com/at-a-glance-gc), offer one of the most promising and under-examined answers to the questions UNESCO is raising. This is not a neutral or detached position. I am a co-designer of AI coaching tools, a certified coach, and an educator who has seen these technologies at work with both corporate leaders and master's students in management. What I offer here is a practitioner-researcher's perspective: grounded in data, but written to be useful to school directors, simulation instructors, and anyone wondering whether AI in the classroom is a risk or an opportunity. A word on why I write about CESIM specifically. I teach with CESIM simulations, so what follows is a user's view rather than an evaluator's. Two things about how the coach is built matter for the argument. First, it is contextually aware — it can see a team's own position, their results, and the decisions that produced them, so its questions concern that team's actual situation rather than business strategy in the abstract. Second, it is designed to ask rather than answer, which is what makes it a coaching instrument rather than an answer service, and what makes the reflective dynamics I describe below possible at all. What I can speak to is a tool I use, in a context I know — and that is the basis on which the rest of this piece should be read. ##### Q1. What Does the Algorithm Actually Do to Learners? UNESCO's first question is the most fundamental: when we introduce an AI into a learning environment, what actually happens to the people inside it? My own research, published in Management & Avenir (Malafronte, 2024), examined AI coaching tools across five different contexts—from multinational company managers to master's students in business schools. The central finding was what I called competency augmentation: participants were not passively receiving information from the AI; they were actively mobilizing it as a tool to regulate their own thinking, emotions, and behaviors. In practice, this meant leaders and students used AI coaching conversations to confront their existing assumptions, identify what needed to change, and formulate goals. The AI did not tell them what to do. It asked questions—reflective, structured questions—that created the conditions for self-directed development. *"The self-reflection has allowed me to realize that my 'issue' is not necessarily as bad as I initially thought, and upon looking back at past experiences, I realize that I can achieve things, and I can set realistic goals." — Study participant (Malafronte, 2024)* This is precisely the kind of dynamic that business simulations are designed to generate. In CESIM, teams are repeatedly confronted with complex, ambiguous decisions across multiple simulated market rounds. An AI coach embedded in this environment does not simplify the complexity—it helps learners develop the reflective capacities needed to navigate it. ##### Q2. Who Is in Control—the Algorithm or the Learner? A second and closely related concern in UNESCO's report is the question of agency: do AI-mediated learning experiences empower learners, or do they subtly shift control toward the machine? Research I co-authored with Pauline Fatien Diochon (Malafronte & Fatien, under review, Journal of Applied Behavioral Science) explores exactly this question. Studying AI coaching conversations between leaders and an AI coach, we found that the key variable was not the sophistication of the algorithm—it was the posture of the coachee. When learners engaged actively, treating the AI as a collaborative thinking partner rather than an answer machine, they developed what we termed "empowering" forms of reflectivity: they became more aware of others, more collaborative in their leadership orientation, and more willing to take collective responsibility. By contrast, some learners adopted what we called an "instrumental" posture—using the AI primarily to seek validation or quick solutions, without genuine engagement with the reflective process. The AI's questions were the same; the learner's stance made all the difference. For simulation instructors, this has a direct implication: the design of how learners are introduced to, and debrief with, an AI coach matters enormously. The algorithm is not in control—but learners need to be prepared to take control themselves. *"The limits \[of using an AI Coach\] seem to come more from the user than from the avatar's script. The script provides a framework but never imposes any constraints." — Study participant (Malafronte & Fatien, under review)* ##### Q3. What Competencies Are Actually Being Developed? UNESCO's third question asks institutions to be precise about the competencies their AI-augmented programs claim to develop—and to ensure those claims are grounded in evidence rather than marketing. This question resonates strongly in the context of French management education, where programs are certified against RNCP (RĂ©pertoire National des Certifications Professionnelles) competency blocks managed by France CompĂ©tences. The RNCP framework uses intentionally technology-neutral language: for example, RNCP 35917 (the predecessor to the current 42364) describes a competency block calling for learners to "identify digital uses and the impacts of their evolution" and to "autonomously use advanced digital tools." This language does not name any specific technology—by design, so that it can accommodate new tools like AI coaching as they emerge. IAE Nice, where I work, has developed an institutional translation of these competency blocks that explicitly positions AI coaching tools as instruments for developing the competencies described in RNCP frameworks. This is not wordplay: it reflects a genuine alignment between what reflective AI coaching conversations foster (self-regulation, goal-setting, perspective-taking, collaborative problem-solving) and what France CompĂ©tences defines as core professional competencies for management graduates. In business simulations like CESIM, the link is even more direct. The simulation itself develops strategic thinking, cross-functional collaboration, and decision-making under uncertainty. An AI coach integrated into the simulation experience creates structured opportunities to reflect on how those competencies are being exercised—and what needs to develop further. ##### Q4. Is the AI Replacing Human Connection, or Extending It? One of UNESCO's most pressing concerns is the risk that AI in education becomes a substitute for the human relationships—between student and teacher, between peers—that learning fundamentally depends on. The research I cited above draws an important distinction. AI Coaching (AIC) is defined not as a replacement for human coaching but as a technology-mediated relationship with its own specific properties: available on demand, free of social judgment, scalable to entire cohorts, and structured around reflective questioning rather than advice-giving (Malafronte, 2024; Graßmann & Schermuly, 2020). These properties make it especially well-suited as a complement to human instruction—not a replacement for it. In business simulations, this complementarity is particularly natural. The instructor runs debriefs, facilitates team reflections, and provides expert feedback on strategic choices. The AI coach operates in the spaces the instructor cannot fill: the moment when a team member is working through a difficult decision alone at midnight, or the quiet reflection after a bad round when no one wants to admit to the team that they are struggling. Our research found that learners who engage genuinely with AI coaching often return to team discussions with more structured thinking and a clearer sense of their own contribution to the group's challenges. The AI does not replace the team—it helps individuals show up better within it. ##### Q5. How Do We Ensure Equity and Accessibility? UNESCO's fifth question is about democratization: AI should not become another tool that widens the gap between well-resourced and under-resourced learners or institutions. This is, in fact, one of the strongest arguments for integrating AI coaching into business simulations. Traditional executive coaching is expensive, scarce, and culturally coded in ways that favor already-privileged learners. An AI coach available to every student in a CESIM cohort—regardless of their prior access to coaching, their social capital, or their comfort level seeking help from an instructor—levels a playing field that has historically been very uneven. As a participant in my research on AI coaching in professional settings put it: the goal is "to challenge current coaching practices, which are offered to a limited number of individuals (the elite or as a reward) and are heterogeneous in methods and coach profiles. There is a scalability challenge to extend it to all stakeholders... AI would allow adapting to the individual's uniqueness while adhering to a proven method." For management schools operating under RNCP certification requirements, this scalability argument has additional force. France CompĂ©tences requires that certified programs ensure all learners develop the defined competencies—not just those who happen to receive extra mentoring or coaching. An AI coach embedded in a business simulation creates a systematic, documented touchpoint for competency development that can be made available to every learner in a program. ##### Q6. Who Is Responsible When the Algorithm Gets It Wrong? UNESCO's sixth and final urgent question is governance: in AI-augmented learning environments, who bears responsibility for outcomes? Who decides what the algorithm asks, what feedback it gives, and what it does with the data it collects? This is a question that should make every institution pause—and it is one reason I believe the deployment of AI coaching in educational settings must be research-led, not vendor-led. The AI coaching methodology used in CESIM is not a black box. It is grounded in a structured coaching approach designed and reviewed by certified coaches, aligned with established frameworks from coaching psychology, and subject to ongoing empirical scrutiny. The questions the AI coach asks in CESIM are not generated freely by a general-purpose language model responding to whatever a student types. They are structured around a scaffolded coaching approach—drawing on reflective questioning, situation analysis, and goal-oriented dialogue—that is grounded in established frameworks from coaching psychology and subject to ongoing research scrutiny. The process is not a rigid sequence of locked stages; it is a pedagogically informed scaffold that guides without constraining. This does not eliminate all risk, but it does mean that when something goes wrong, there is a methodology to interrogate and a human researcher accountable for it. Educators and school directors who are considering AI in their simulations should ask not just "does this work?" but "who designed this, what were they trying to develop, and how do they know if it is working?" These are exactly the questions that an active research program—like the one we are conducting—is positioned to answer. ##### Three Horizons: See, Steer, Rewrite the Algorithm UNESCO's report is structured around three horizons for institutions engaging with AI: see the algorithm (understand what it does), steer the algorithm (shape how it is used), and rewrite the algorithm (participate in creating more equitable and pedagogically grounded AI systems). Business simulations—and CESIM in particular—offer institutions a genuine opportunity to act across all three horizons simultaneously. - See: The data generated by AI coaching conversations in a simulation is extraordinarily rich. Who asks for help, at what point in the simulation, about which kinds of challenges? How do students' coaching conversations relate to their team's performance? This data gives instructors visibility into the learning process that no other tool provides. - Steer: Because simulation instructors control the pedagogical context—the debrief structure, the team composition, the assessment design—they are well-positioned to integrate AI coaching in ways that reinforce, rather than replace, the human dimensions of learning. The AI coach is a tool the instructor deploys, not a system that operates independently of pedagogical intent. - Rewrite: Schools and instructors who participate in research on AI coaching in simulations are not just consumers of technology—they are co-producers of knowledge about what works, for whom, and under what conditions. This is a significant opportunity to shape the field before it is shaped by vendors alone. ##### Where the Research Is Headed: An Open Invitation My PhD research focused primarily on AI coaching in professional settings—corporate leaders using AI coaches to develop their leadership competencies in organizational contexts. The findings were grounded in qualitative analysis of coaching conversations, interviews, and feedback from participants across multiple organizations and countries. CESIM Global Challenge opens a new and genuinely exciting research terrain: How does AI coaching facilitate learning when the coachee is a student team navigating a multi-round business simulation? The conditions are substantially different from individual professional coaching—the learner is a student, not a seasoned manager; the "problem" is embedded in a simulated rather than real business context; and the coaching intervention is embedded in a pedagogical design with explicit learning objectives. We are currently pursuing two interrelated research questions in partnership with institutions using CESIM: - **How does AI coaching facilitate learning in business simulations?** What types of coaching conversations emerge? Do students engage in reflective, goal-oriented conversations—or do they use the AI coach as an information resource, seeking answers rather than developing insight? How do coaching conversations relate to team dynamics and simulation performance? - **What drives adoption of AI coaching in educational simulations?** What factors lead students—and instructors—to engage meaningfully with AI coaching tools, rather than treating them as optional extras? What pedagogical design choices matter most for getting genuine engagement rather than superficial compliance? These questions are informed by what we have already observed—patterns that are theoretically interesting and practically significant—but the research is ongoing. We are not yet in a position to report definitive findings, and we believe the most meaningful conclusions will emerge through rigorous, systematic analysis across multiple cohorts and institutional contexts. *We are looking for schools and instructors who want to be part of this research—not as passive subjects, but as genuine partners in understanding what AI coaching can and cannot do in the context of business simulations.* If your institution is currently using CESIM Global Challenge, or is considering doing so, and you are interested in exploring AI coaching as a pedagogical complement to the simulation, we would welcome a conversation. What we offer is not a finished product to be deployed, but an ongoing research collaboration: shared data, shared questions, and shared interest in making AI work for learners rather than around them. ##### Conclusion: The Algorithm Is Already in the Room UNESCO's report is titled "The Algorithm in the Room" for a reason. AI is already present in education—in the tools students use to write essays, in the platforms that recommend content to them, in the grading systems that increasingly shape their trajectories. The question is not whether the algorithm is in the room. It is whether we are paying attention to what it is doing. Business simulations are one of the few pedagogical environments where educators retain genuine control over the algorithmic tools their students encounter. The AI coaching system in CESIM is not a third-party platform students access independently—it is an instrument integrated into a pedagogical design, operated by instructors who understand its methodology, and subject to ongoing research scrutiny. This is exactly the kind of AI deployment UNESCO is calling for: purposeful, transparent, pedagogically grounded, and accountable. The algorithm is in the room. We are choosing to understand it. ![](https://www.cesim.com/hubfs/Demo%20CTA%20AI.svg) #### **See Cesim AI in action** Learn more and request a live walkthrough to see how Cesim AI can support teaching and learning in your simulation-based courses. [Learn more](https://www.cesim.com/simulations/cesim-ai)[Request a demo](https://www.cesim.com/simulations/cesim-ai/demo) ##### References and Further Reading - Malafronte, O. (2024). DĂ©veloppement des leaders avec coaching et Intelligence Artificielle: Augmentation des compĂ©tences. Management & Avenir, 142(4), 39–59. [https://doi.org/10.3917/mav.142.0039](https://doi.org/10.3917/mav.142.0039) - Malafronte, O., & Fatien, P. (under review). Towards a skilled e-coachee: Exploring the development of reflectivity in AI coaching conversations. *Journal of Applied Behavioral Science*. - Malafronte, O. (2025). *DĂ©velopper la compĂ©tence de leader en situation de travail grĂące Ă  l'Intelligence Artificielle et le coaching* \[Doctoral thesis\]. UniversitĂ© CĂŽte d'Azur. - UNESCO (2026). *The Algorithm in the Room: Six Urgent Questions for Education*. UNESCO Publishing. - Graßmann, C., & Schermuly, C. C. (2020). Coaching with artificial intelligence: Concepts and capabilities. *Human Resource Development Review, 20*(1), 106–126. - Coulet, J.-C. (2011). *La notion de compĂ©tence: un modĂšle pour dĂ©crire, Ă©valuer et dĂ©velopper les compĂ©tences*. Le Travail Humain. - France CompĂ©tences – RNCP 35917 / 42364. https://www.francecompetences.fr/recherche/rncp/ --- *![Olivier Malafronte sqr](https://www.cesim.com/hs-fs/hubfs/Olivier%20Malafronte%20sqr.jpg?width=100&height=100&name=Olivier%20Malafronte%20sqr.jpg)Olivier Malafronte is an Associate Professor at UniversitĂ© CĂŽte d'Azur / IAE Nice, a certified coach, and a specialist in AI-mediated learning and leadership development. His doctoral research examined the development of leader competence through AI Coaching tools. He is currently conducting empirical research on AI coaching in business simulations in partnership with institutions using CESIM Global Challenge.* Tags: [artificial intelligence](https://www.cesim.com/blog/topic/artificial-intelligence), [experiential learning](https://www.cesim.com/blog/topic/experiential-learning), [Cesim AI](https://www.cesim.com/blog/topic/cesim-ai), [Cesim AI Coach](https://www.cesim.com/blog/topic/cesim-ai-coach) #### **Subscribe to our blog** #### Compare our business Simulations Which Cesim simulation is right for you? ![icon-compare](https://www.cesim.com/hubfs/images/icon-compare.svg) [Learn more](https://www.cesim.com/simulations/compare-business-simulations) #### **Recent posts:** ![Demo CTA general](https://www.cesim.com/hubfs/Demo%20CTA%20general.svg) #### **Live demo** Get an unlimited trial account and a walkthrough of our business simulation games. 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