Artificial intelligence (AI) is evolving steadily. Its infiltration into higher education is set to disrupt, not only, the status quo but also the conventional frameworks of education. In time GenAI systems will grow and develop into increasingly intelligent, high-functioning tools. These tools can offer new visions of teaching and learning. Nevertheless, behind all this, academia has also exhibited difficulties in finalizing and fully implementing to this new paradigm. The impact of Gen AI on higher education is far more critical than imagined earlier.
New role of professors
Professors who, in the past, stood on the very upper level of academic food chain, now find themselves elsewhere. They are part of the improved course content scrum alongside with GenAI tools, such as Gemini and GPT. These tools can do all that in a blink. They can generate lessons plans, propose readings and create video tutorials. Therefore, philosophy of professors is shifting from teacher and students to trainer and students accompanied by Artificial Intelligence.
Yet, questions arise regarding the unique contribution of professors in this new educational landscape. As GenAI assumes tasks traditionally performed by educators, the role of professors is redefined, prompting discussions about their necessity in the learning process. Accreditation boards face the challenge of adapting existing frameworks to accommodate the evolving roles of faculty and students in the era of AI-driven education.
A new avenue to improve and improvise
Moreover, students are presented with unprecedented opportunities to streamline their learning process through AI-generated summaries, tutoring, and assistance. With GenAI tools at their disposal, students may find themselves less engaged in traditional learning activities. This raises concerns about how learning outcomes will be measured in this automated educational environment.
The redefinition of academic engagement becomes imperative as the boundaries between human and AI participation blur. The Code of Federal Regulations’ criteria for academic engagement may need revision to encompass interactions between students and AI, reflecting the evolving dynamics of the educational process.
Universities face a critical juncture where they must confront the reality of AI’s pervasive influence on higher education. While some institutions resist change, clinging to outdated punitive policies, others embrace innovation by forming task forces to explore the integration of AI into educational practices. Forward-thinking universities experiment with AI-driven automation in online courses, recognizing the potential for improved efficiency and effectiveness.
On the whole, the arrival of GenAI prompts across the board reconsideration of roles, processes, and standards. While many universities adequately reshape themselves to become responsive to all learner’s needs in the digital age, some envision AI as a possible replacer for teachers or a challenge to the educational process itself. AI may in fact play the role of a partner in education that will enable an entirely new experience in education. Gen AI may end up assisting both teachers and students in their quest for learning.
