Visioning the Future of Higher Education Through Artificial Intelligence

Abstract

The dawn of Artificial Intelligence (AI) in higher education (HE) is not just on the horizon; it's here, promising a transformative leap forward. This shift is not simply about adopting new technologies; it's about redefining educational paradigms to meet specific challenges – from enhancing support and critical thinking to improving outcomes and fostering teamwork. This chapter outlines a comprehensive strategy to integrate AI into HE, spotlighting personalized learning, content generation, and remote learning, among others, as key domains ripe for AI's influence. An effective AI strategy will foster excellence and enable HE institutions to unlock the potential of technology for students and faculty alike. At its core, the proposed AI development strategy targets five critical areas: training, career growth, skill enhancement, learning, and team building. These areas ensure that all HE community members are well-equipped to navigate the AI-enhanced landscape of future jobs and challenges. However, realizing the full benefits of AI transcends the deployment of tools and systems; it requires strategic planning, investment in people, and policy changes. HE must cultivate champions to spearhead this transformation, emphasizing that success is not just measured in output but in the cultivation of socially responsible citizens. To harness AI's full capacity, we must transcend outdated stereotypes and metrics, fostering an educational environment that prepares students for the future. The ultimate goal is not just to integrate AI into HE but to use it as a catalyst for growth, innovation, and a better future for all.

Citation

Lytras, M.D., Alkhaldi, A., Malik, S., Serban, A.C. and Aldosemani, T. (2024), "Visioning the Future of Higher Education Through Artificial Intelligence", Lytras, M.D., Alkhaldi, A., Malik, S., Serban, A.C. and Aldosemani, T. (Ed.) The Evolution of Artificial Intelligence in Higher Education (Emerald Studies in Active and Transformative Learning in Higher Education), Emerald Publishing Limited, Leeds, pp. 289-297. https://doi.org/10.1108/978-1-83549-486-820241017