Framing Learning as Professional Action Across Cultures: A Co-Design Exercise for AI-Resilient Assessment

International business classrooms often rely on assessment briefs that specify procedural steps and business formats. These briefs can silence culturally grounded ways of reasoning and invite students to outsource thinking to generative AI. This session offers an adaptable exercise that helps educators reframe an assessment as professional action using Action Identification Theory. Participants diagnose whether a task cues low level doing or high level purpose, then rebuild prompts and rubric criteria by anchoring them in a selected non Western philosophy such as Kaizen, Guanxi, or Dharma. The exercise yields culturally embedded, AI resilient assessment designs that strengthen identity based learning.