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Education providers have to embrace the digital means and concepts in teaching and learning. However, at the same time they have to be committed to “core values that make education the driving engine of progress: advancing inquiry, expanding knowledge, fostering creativity and enhancing the quality of life”, as some researchers have noted.
Background
Modern digital technologies (mainly of AI-kind) are going “to reshape education for the 21st century and beyond” with the main aim of making education policies ft for delivering new critical skills needed a progressive national growth. Following changes in the educational landscape infused by the AI means it is possible to reformulate traditional notions of teaching, learning as well as the human development in general and national political economies.
Constantly evolving development of education, both at the national policy and at “places of delivery” is presently defined, as some experts notice, by the sophisticated trends in “convergence of human intellect and machine intelligence”: i. e. artificial intelligence (AI) has already become a transformative force in teaching, learning and delivering new knowledge for new skills.
More in our review: https://www.integrin.dk/2025/04/07/important-contribution-to-ai-as-a-co-intelligent-partner-book-review/
Presently, the national education policy shall be shifted the focus from theoretical learning to practical skills that are in demand for implementing national priorities, hence re-shaping exiting provision of learning as well as vocational education and training, so-called VET. The trend in includes also a shift from previously prioritized specialties as, e.g. lawyers, managers, administrators, etc. to more practically used at present, such as plumber, welder and/or carpenters in general.
More on experience in Africa in national “skilling agenda” in: https://www.universityworldnews.com/post.php?story=20250505063656892&utm_source=newsletter&utm_medium=email&utm_campaign=GLNL0831
Self-directed learning
A new book on teaching and learning with generative AI, co-edited by American education technology professors Joseph Rene Corbeil and Maria Elena Corbeil, moves beyond reactions to AI towards a practice-based guide for educators and staff navigating the challenges of AI in classrooms and curricula. The book – with contributions from three dozen academics and experts, mostly from the United States – sees generative AI in education as inevitable and looks to the future. It provides in-depth analysis of AI in education, evidence-based strategies for teaching, and summaries of benefits and risks.
The authors suggest, for example, that lectures in the traditional form will soon disappear and “be replaced with courses that could be taken in a self-directed manner that provides structure and guidance, but learners can learn on their own and find topics they want to push deeper into and learn more about”. Making the learning process “more personalized”, the teachers would still follow the chosen subject’s core concepts that need to be taught but would leave the room for students’ potentials, imagination and creativity to learn more by using other means.
Thus, Marie Elena stressed that self-directed learning doesn’t mean that the role of instructors would disappear: “academics will be needed more than ever”; it is just that their roles will change ans academics will be creators of content, guiders of learning and supporters of students. “We think…that AI will free up academics and learners for interacting and guiding and learning from each other in the learning process,” she said.
Rene Corbeil believes there will be digital education courses run by AI in the future, but agrees that the human element will be very difficult to replace.
Source and citations from University World News in:
https://www.universityworldnews.com/post.php?story=20250506110641760&utm_source=newsletter&utm_medium=email&utm_campaign=GLNL0831
More on the issue in our article: https://www.integrin.dk/2025/05/06/modern-education-converging-teachers-abilities-with-the-digital-intelligence/
European integration and education
The European integration needs common approaches to education and preparing “new workforce” and skills adaptable to resolving modern challenges. However, according to the EU basic law, the education and training is within the member states’ competence: thus, the EU approach to high education institutions (HEIs) in the member state can only provide support, recommendations and assistance in optimal functioning of the national education policies.
The latter are extremely varied, as different are the national growth patterns and priorities: e.g for Nordic countries it is renewables in energy policy (with specific strategy to educate a necessary workforce) and digitalisation with several HEIs in that sphere.
As to other vital spheres of the new skills’ preparation, the EU relies on active international cooperation, which is a EU exclusive competence. Thus, recent EU-Japan dialogue and cooperation agreement this May suggests the following research spheres that will influence EU-member states education and training facilities.
The following directions are for perspective research:
= Quantum computing and AI: The EU and Japan launched a joint research call for collaborative projects on quantum computing, with applications in fields such as bio medicine, materials sciences, and climate modeling. They have also reiterated their commitment to promoting innovative, safe, secure and trustworthy AI, including the Hiroshima AI process.
= Digital identities and trust services: The EU and Japan are going to work towards achieving interoperability and mutual recognition of academic credentials through digital identity and trust services.
= Data governance: the partners have started work on establishing a possible joint working group to facilitate improved data sharing and interoperability of data spaces.
= Online platforms and digital markets: the sides have recognized the need for a safe online environment, protecting users’ fundamental rights: hence, the EU and Japan have engaged in regulatory exchanges to promote effective online platform governance and fair digital markets.
= Cybersecurity: through their sixth EU-Japan Cyber Dialogue, both partners have exchanged information on regulatory developments, particularly regarding critical infrastructure protection and product security.
Source and citations from: https://ec.europa.eu/commission/presscorner/detail/en/ip_25_1185