Business education is stepping into a new phase of AI disruption that is pushing faculty and deans to rethink pedagogy beyond tool access. Darden School of Business at the University of Virginia will host a conference bringing together business school leaders to address how teaching should evolve when AI can generate knowledge instantly—using the Socratic case method as a key test lens. The case method pressure is framed as systemic: if the centuries-old dialogue-based approach can adapt, it signals broader higher-education shifts in how schools build critical thinking, ambiguity navigation, and collaborative sense-making. The conference is also structured around whether traditional knowledge-access assumptions in case teaching still hold when students can retrieve information immediately. This comes alongside growing governance conversations about assessing learning outcomes and maintaining academic quality under AI-enabled instruction. Together, the developments underscore that AI readiness is no longer only a technology question—it is becoming an assessment and pedagogy integrity question for accreditation-adjacent stakeholders.