As institutions of higher learning face significant disruptions—from dwindling federal support to the rapid evolution of artificial intelligence—they are compelled to confront ongoing debates regarding their role in skill development, the trustworthiness of their operations, and the necessity to adapt to the latest advancements in digital education.
During a recent gathering known as Digital Universities, which brought together over 150 educators, administrators, and technology specialists, participants left with a heightened sense of urgency to address the unpredictable landscape of higher education.
“This situation is exposing the underlying tensions between various objectives, aspirations, and broader challenges that have long been present but often overlooked,” remarked Trey Conatser, assistant provost for teaching and learning at a prominent university and director of its Center for the Enhancement of Learning and Teaching.
“Key issues include how to respond to enrollment declines and how we redefine our identities as educational institutions, balancing our traditional scholarly missions with evolving business models, and managing our relationships with industry stakeholders, the public, and government officials.”
Glenda Morgan, an analyst in the education technology sector, expressed her relief that “people are actively engaging in discussions about this moment of uncertainty” throughout the conference.
“AI is illuminating existing issues and fractures, making long-standing problems more visible and urgent,” she noted.
For instance, “AI raises pressing questions about academic integrity, but it also underscores the obsolescence of our assessment methods… The focus has never been solely on rote memorization; it has always been about application. However, AI is amplifying this urgency.”
Building Trust in Higher Education
In a panel focused on privacy, AI, and cybersecurity, speakers highlighted another critical issue that AI is bringing to the forefront: trust. Morgan pointed out that while today’s students may be generally comfortable sharing their data with external entities, they are increasingly wary of how their own institutions utilize or even monitor their information.
Panelist Josh Callahan, chief information security officer for a major university system, later shared that concerns about cybersecurity in the AI era are prompting discussions that should have occurred long ago.
“We were all preoccupied with integrating technology into education, making many assumptions without engaging in necessary conversations,” he explained. “Now, these discussions are unavoidable, as technology is deeply embedded in our systems. We are at a critical juncture regarding trust in institutions—not just in higher education.”
Educating in the AI Era
At the two-day event held in Salt Lake City, organized by a leading education publication and its parent company, attendees also explored how to address the potential threat AI poses to entry-level white-collar jobs—a concern highlighted by industry leaders who predict significant job losses in the near future.
During a session on leveraging workforce partnerships for future skills, Sarah DeMark, vice president of academic portfolio at a fully online university, emphasized that their instructional model is driven by employment data and aims to equip students with marketable skills. “It’s not just about completing a degree; it’s about securing employment,” she stated. “One major opportunity for institutions lies in providing transparency regarding the skills and competencies students acquire through their courses.”
Hollis Robbins, a special adviser for humanities diplomacy at a state university, offered a different viewpoint on workforce readiness, suggesting that faculty should go beyond merely teaching skills and information in an age where students can easily access established knowledge.
“I believe AI will take on the role of teaching general education courses,” she said. “With this in mind, it’s crucial to rethink business models to emphasize faculty expertise as the true value students are paying for.”
Meanwhile, in a discussion about maximizing teaching effectiveness with AI, Zawan Al Bulushi, an assistant professor of education, described generative AI as a “friend” that provides valuable support for overwhelmed educators. She utilizes it to create engaging lesson plans and visually appealing lecture materials.
“The most effective educators won’t be replaced by AI,” she asserted. “However, those who harness its potential will redefine educational possibilities.”
Despite this optimistic view, many institutions still lack formal AI policies to guide students and faculty in utilizing the technology effectively.
Recent findings from a survey of chief information officers revealed that over half of institutions have not established comprehensive policies for the use of AI tools across various functions. Additionally, 31 percent reported having no guidelines for instructional, administrative, student services, or research assistance applications.
“Without a policy, it feels like the wild west. Companies like OpenAI, Google, and Microsoft are all competing, each claiming to have the solution,” noted a university president during the opening session. “However, there is a lack of federal regulation and consensus within higher education. I hope institutions will begin to engage with AI if they haven’t already.”
Maricel Lawrence, an innovation catalyst at a global university, urged institutions to reflect on their motivations for adopting new AI technologies before diving in.
“We need a broader conversation about what it means to learn and how to enhance student success,” she advised. “AI has the potential to assist us in numerous ways, but we shouldn’t start the conversation with AI itself.”