The Crisis of Belonging in Higher Education: A Potential Solution through Technology

A recent survey conducted by the National Education Association highlighted a troubling state of affairs in higher education. The study included 90,000 students from 133 U.S. campuses and produced some alarming findings:

• 44% of students reported feelings of depression in the recent past.
• 37% of students reported experiencing anxiety.?
• A staggering 15% of students disclosed they had considered suicide.

These statistics should sound a deafening alarm, pointing to a pervasive sense of disconnection or, as it can be termed, a 'belonging crisis.' If it doesn't, we are ignoring an escalating issue.

The role of higher education is to instill a sense of excitement and purpose in the next generation of learners, preparing them to actively participate in their futures. However, without a feeling of joy and purpose, this mission seems elusive.

So, what's the solution?

When confronted with issues of anxiety, depression, and a lack of belonging, the immediate response is often to place blame on the students. While it's true that some students require extra support to navigate unexpected life events and personal challenges, we must also consider the possibility of systemic issues when a significant proportion of students face mental and emotional struggles. We must question whether our higher education design inadvertently contributes to these challenges. Educational experiences may involve a degree of stress, but our responsibility also extends to creating a conducive environment that ensures this journey is also a joyous exploration.

Here are a few suggestions:

• Develop inclusive and supportive online communities where students feel encouraged to learn, share, and explore their curiosities.?
• Re-envision the role of an instructor, shifting from a 'sage on the stage' to a 'guide on the side.'?
• Grant our students more agency, involving them in the learning process and helping them feel empowered.
• Implement peer support and mentorship programs to promote a sense of belonging and mutual trust.

I often emphasize that "learning isn't merely about the transfer of information, but the transformation of the learner." This is not an easy task—it necessitates intentional design, change management, continuous improvement, and data-driven impact measurement.

Technology can be instrumental in this transformative process. As our learners are increasingly digital natives, overlooking this fact would be a mistake. We might hold a certain fondness for the traditional leafy campus, but increasingly, digital and physical spaces are impacting our lives similarly. This is evident from the rapid adoption of hybrid work models across most tech-enabled industries. A similar hybrid learning environment could benefit teaching and learning. Conversations held in-person and online may differ, but online modalities can deliver similar benefits at a fraction of the cost.

But what exactly is the role of technology?

Merely applying technology to a flawed model will only exacerbate stress, not alleviate it. We must strive to understand the learners' behavior—both technologically and psychosocially—to design engaging learning experiences.

This means that technology must be integrated into learning design to create engaging and extendable learning moments—what we like to call Education 3.0 . This trend is gaining momentum as learners demand more flexibility regarding when, where, and how they learn. Technology can enable fluid interactions that accommodate learners' preferences and schedules rather than confining students and professors to a fixed timeframe. It can also expedite the development of higher-order skills such as problem-solving, systems thinking, critical reasoning, ideating, communicating, and co-curating knowledge, not as isolated courses but as integral parts of designed learning spaces.

In our blog, "The AI horse is out of the barn ," we discussed some of the exciting developments in AI and its potential impact on education. The crucial question, however, is how AI can enhance learning without making learners complacent or risk being supplanted by AI. Unless we're intentional about integrating AI into learning design, we may end up doing more harm than good. While AI can streamline learning through quicker feedback cycles and personalized AI tutors, we mustn't overlook the 'human' side of learning—the dialogues, debates, disagreements, and explorations that lead us in the pursuit of truth and heightened consciousness. These subtler aspects of learning must be considered as we design the future.

Finally, we need to maintain a data-driven approach with clear objectives for our learners. Is the technology aiding or hindering them? How do we measure success?

These questions must be addressed continuously in each learning experience design through an iterative process of refinement and improvement.

Achieving success for our learners is crucial, but it's a significant undertaking. It requires true collaboration among students, educators, administrators, governments, funders, and education technology developers. If we fail to unite, learners will continue to suffer, and the consequences could be enormous.