Right now, many universities are stuck in an institutional panic, obsessing over updated academic integrity policies, investing in unreliable AI detection tools, and trying to ban AI in assessments. But this is treating AI as a “first-order” cheating problem, completely ignoring the “second-order” challenge: redesigning learning experiences for a world where AI is a permanent fixture.
In my latest Substack post, I explore the real issues institutions are missing:
The Faculty Development Gap: We are asking educators to navigate a profound pedagogical shift without the mandatory, structured continuing professional development (CPD) that is standard in almost every other profession.
The Cost of Inertia: Graduates are entering a labour market that increasingly demands critical, adaptive AI fluency. If we design our courses defensively ‘against’ AI rather than thoughtfully ‘for’ an AI-integrated world, we are sending them out underprepared.
Higher education isn’t facing an assessment crisis; it is facing a curriculum and professional development crisis.
Read the full post to see why we need to spend less time policing essays and more time asking the hardest question: What does learning need to become?