Universities Teaching Wisdom Skills 2030
Two weeks ago, we examined the transformation of higher education in the next five years. Today, we look at how this transformation will shift the emphasis of our teaching.
As with the prior column, this week’s thesis evolves out of the Zoom Keynote to the Rethink AI Conference, sponsored in part by the International Academy of Science, Technology, Engineering and Management and hosted by the ICLED Business School in Lagos, Nigeria. Thanks again to the Chair of the International Professors Project, Sriprya Sarathy and the conference committee for making my presentation possible.
Virtually all aspects and positions at universities will be touched by the transformation. The changes will come more rapidly than many of us in higher education are accustomed to or with which we are comfortable. In large part, the speed will be demanded by employers of our learners and by competition among universities. Change will also strike directly at the nature of what and how we teach.
It is not that we have seen no change in teaching over the years. Notably, delivery systems, methods and modes of assessment and related areas have been subject to significant changes. Anthony Piña, Illinois State University’s chief online learning officer, notes that online learners surpassed 50% in 2022 and continue to rise. However, deeper changes in the nature of what we teach have progressed as technology has influenced what employers are seeking.
Building knowledge has been the mantra in higher education for many centuries. The role of the university has been to build knowledge in learners to make them “knowledgeable.” Oxford Languages and Google define knowledge most concisely as “facts, information, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject.”
The emphasis on facts and information has taken a somewhat changed role with the advent of technologies over recent decades. Notably, the World Wide Web with the advent of the first browser, Mosaic in 1993 provided instant access to unprecedented volumes of information. While familiarity with key facts and information remains paramount, the recall and synthesis of facts and information via the Web can be performed nearly as quickly and more thoroughly than the human brain in most instances. In a sense the internet has become our extended, rapid-access, personal memory. Annual global web traffic exceeded a zetabyte (ZB) for the first time in 2015. A zetabyte is 1,000 exabytes, 1 billion terabytes, or 1 trillion gigabytes. This year, it’s expected to hit 175 ZB.
More recently, we have seen a surge in professional certificates offered by higher education. As Modern Campus reports:
Every professional needs upskilling in order to maintain a competitive edge in the workforce. Keeping ahead of the latest skills and knowledge has become more crucial than ever in order to align with evolving market demands. Although traditional degree programs have long been the standard solution, certificate programs have gained popularity due to their ability to offer targeted, accelerated skill development.
However, agentic AI is just now emerging. It is different than the prompt to answer generative AI in that agentic AI can include many workforce skills in its array of tools. In fact, working and collaborating with agentic AI will require an advanced, integrated skillset as described by the Global Skills Development Council:
In the fast-paced, digitally driven world, agentic AI is at the forefront of demanding new human competencies. While intelligent agents retain a place in daily life and work, individuals should transition to acquire agentic AI skills to thrive in the new age. These skills include, but are not limited to, working with technology, thinking critically, applying ethical reasoning, and adaptive collaboration with agentic AI systems. Such agentic AI skills empower one to consciously engage in guiding and shaping AI behaviors and outcomes rather than passively receiving and adapting to them. If one has agentic AI skills, they can successfully lead businesses, education, and creative industries in applying agents for innovation and impact. As such, re-dedicating ourselves to lifelong learning and responsible use of AI may prove vital in retaining humanity at the core of intelligent decision-making and progress. Without such competencies, professionals risk being bypassed by technologies they cannot control or understand. A passive attitude creates dependency on AI outcomes without the skill to query or improve them. Adopting agentic AI competencies equips individuals with the power to drive innovation and ensure responsible AI integration in the workplace.
The higher-level skills humans will need as described by the Global Skills Development Council are different from many of the career-specific skills that universities now provide in short form certificates and certification programs. Rather, I suggest that these broad, deep skills are ones that we might best describe as “wisdom” skills. They are not vocational, but instead, deeper skills related to overall maturity and sophistication in leadership, vision and insight. They include thinking critically, thinking creatively, applying ethical reasoning, and adaptive collaboration with both humans and agentic AI.
Agentic AI can be trained for the front-line skills of many positions. However, the deeper, more advanced and more cerebral skills that integrate human contexts and leadership vision are often reflective of what we would describe as wisdom rather than mere working skills. These, I would suggest, are the nature of what we will be called upon to emphasize in our classes, certificates and degrees.
Some of these skills and practices are currently taught at universities, often through case studies at the graduate level. Integrating them into the breadth of the degree curriculum as well as certificates may be a challenge, but it is one we must accomplish in higher education. Part of the process of fully embracing and integrating AI into our society will be for we humans to upgrade our own skills to maintain our relevance and leadership in the workplace.
Has your university begun to tackle the topics related to how the institution can best provide relevant skills in a world where embodied, agentic AI is working shoulder-to-shoulder with your graduates and certificate holders? How might you initiate discussion of such topics to ensure that the university continues to lead in a forward-thinking way?
This column was originally published in Inside Higher Ed.
Ray Schroeder is Professor Emeritus, Associate Vice Chancellor for Online Learning at the University of Illinois Springfield (UIS) and Senior Fellow at UPCEA. Each year, Ray publishes and presents nationally on emerging topics in online and technology-enhanced learning. Ray’s social media publications daily reach more than 12,000 professionals. He is the inaugural recipient of the A. Frank Mayadas Online Leadership Award, recipient of the University of Illinois Distinguished Service Award, the United States Distance Learning Association Hall of Fame Award, and the American Journal of Distance Education/University of Wisconsin Wedemeyer Excellence in Distance Education Award 2016.
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