Recently, professionals have highlighted the need for students to have information technology and data analytic skills to be successful in the profession. To meet this demand, educators attempt to integrate technology into curricula. However, the satisfaction of students is of greater importance to evaluating curriculum quality than teaching. This study explores the perceptions that second-year undergraduate students (n = 51) enrolled in a Chinese University held about the teaching contents and teaching approaches of intelligent curriculum. Based on the data sample of the students’ summary text for curriculum learning, this study adopts TFIDF analysis, topic modeling, text sentiment analysis, and other text mining technologies so as to have a profound analysis on the students’ satisfaction. We find that: (1) the students have a higher satisfaction on the teaching contents involved in the financial sharing center compared to RPA financial robot; (2) students have a better adjustment to case analysis and flipped classroom compared to simulation training and classroom lecturing. Our findings and discussion should be of interest to leaders and teachers of business program seeking to integrate technology. We believe that this study’s results provide opportunities to have a further improvement of the teaching contents and optimization of teaching design to effectively improve the curriculum quality in order to achieve enhancement of students’ satisfaction.
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