“Plus ?a change, plus c'est la même chose” Higher Education in the 21st Century: Has Anything Really Changed?

Introduction:

27 years ago, as a first-year student in a university lecture hall, I sat with a pen and notebook, listening to my professor deliver a lecture. The only difference between that moment and today, as I send my own daughter off to university, is the technology available to her. Yet, despite the power of that device, her experience in higher education will likely be similar to mine. Lectures are still largely one-way, passive experiences, libraries remain understocked, and students struggle to access the resources they need.

As an educator and a learning specialist, I can’t help but ask: with all the advancements in technology and what we now know about learning and motivation, why hasn't higher education fundamentally changed?

Section 1: Stuck in the Substitution Phase—The SAMR Model in Higher Education

Universities have embraced technology, but only to a point. In EdTech, we use the SAMR model to assess how technology is integrated into learning: Substitution, Augmentation, Modification, and Redefinition. But after years of advances, most universities are still stuck at Substitution—simply replacing old tools with new ones. Interactive panels and projectors have replaced blackboards, but the pedagogy remains the same. The lecture hall still dominates, with the instructor speaking (live or pre-recorded), and students passively receiving information.

COVID-19 forced universities to adopt recorded lectures, but even that was merely a translation of the traditional format into video—so much so that students routinely speed through them at twice the normal pace. These tools offer little in terms of engagement, adaptation, or personalisation, and largely reflect outdated teaching methods that haven't moved past basic substitution.

Section 2: The Library Dilemma—A Personal Story from 1997

I remember the frustration I felt as a student in 1997. Given a comprehensive reading list, I wouldn’t say that I rushed to the library, but when I managed to find the library, I quickly discovered that there were just three physical copies of each core book. Worse, they were usually already borrowed, often by mature students who had enough life experience to ensure that they got first dibs. The trip to the bookstore was no better—a harsh reality when faced with the hugely expensive prices of academic books.

Fast-forward 27 years, and not much has changed. My daughter is now in a similar position I was—except instead of physical copies, there are just three eBooks available for a large cohort of students. Despite the shift from physical to digital resources, the core problem of access remains unchanged. Her chance of getting access to the books during the semester is a mere 6%, a statistic that underscores how universities have failed to address students' needs.

This is where the real missed opportunity lies: with the amazing technological tools we have today, why are students still facing the same barriers to access that I faced in 1997?

Section 3: The Missed Opportunities of Modern Technology

Technology in higher education should be transformative, but so far, it has mostly reinforced existing practices. We have the tools—AI, smartphones, laptops, iPads and more—but instead of using them to redefine education, we continue to rely on substitution.

AI could act as a "copilot" for students, guiding them through learning processes in a deeply personalised and meaningful way. We need to think of AI as a satnav for the brain —a toolkit to assist and accelerate learning, adapting to each student’s needs. But this isn’t happening at scale in universities. Research shows that 1:1 tuition is the most effective but at a huge expense, we now have the tools at our disposal, to flip the classroom and engage with personalised and adaptive learning tools.

Worse still, the rise of Generative AI has sparked concerns over academic integrity. Many fear that AI is making it too easy for students to bypass learning, while others worry that excessive use of AI by instructors may devalue the educational experience itself. Students feel that if AI takes over too much of the teaching process, it threatens the role of higher education as a place of critical thinking and deep learning.

Section 4: The Precarious Position of Today’s Students

Today’s first-year students face unique challenges that previous cohorts didn’t. The effects of the COVID-19 pandemic have left gaps in their learning experiences:

• Year 10 (GCSE students in GB - Year 11 in NI): No modules, teacher-assessed grades.
• Year 11: Reduced assessments.
• Year 12: Advanced notification of exam content.
• Year 13: Full exams returned.

As a result, students are struggling with attention span and study habits. They thrive on chunking, interleaving, and retrieval practice—techniques that should be actively embraced by universities. However, despite these evolving needs, many higher education institutions remain slow to adapt. The traditional model of lectures, passive learning, and end-of-term exams does little to engage this new generation of learners. Indeed, as employers begin to invest in Higher Level Apprenticeships, students now have a greater choice than ever!

Section 5: High Stakes Assessment, Gen AI, and the Role of Instructors

In response to Generative AI, some universities are retreating into high-stakes assessments as a way to preserve academic integrity . But this is a step backward. Instead of clinging to outdated modes of assessment, universities should embrace simulations, gamification, and real-world learning environments that can develop students’ skills in ways that AI cannot replicate.

This shift also necessitates a change in the role of the instructor. No longer is the role of teachers confined to merely transmitting knowledge. Instead, instructors must become mentors, leaders, and guides, engaging and motivating students, while preparing them for an ever-changing world. The future of higher education lies not in passively teaching content, but in cultivating critical thinking and adaptability—skills that students will need to thrive in dynamic work environments.

Furthermore, there is a broader, pressing conversation around how higher education institutions are funded and supported. As we pivot towards a more technological future, universities must be appropriately funded to deliver value. If they don’t adapt boldly and swiftly, their relevance and role in society may diminish, as more students turn to alternative forms of learning and apprenticeships.

Section 6: Inspiration from Post-Primary Education

While much of higher education is struggling to adapt, post-primary education is already undergoing important innovations. Educators like Alistair Hamill are leveraging Large Language Models (LLMs) in creative ways to support learning, offering an example of how AI can serve as a co-intelligence rather than a threat. Check out Alistair's latest LinkedIN post on this topic here . Post-primary teachers, like Alistair, are on the cutting edge, using AI to augment their instruction and give students more personalised, engaging learning experiences.

Higher education should take note. If it doesn't boldly adapt to the challenges posed by AI, shifting student expectations, and the need for meaningful engagement, it risks losing its crucial role in society. Universities have long been the gatekeepers of knowledge and opportunity, but this position is not guaranteed. To stay relevant, higher education needs to rethink how it uses technology to foster deeper connections between instructors and students, and how it creates an environment where learners feel valued and inspired.

Section 7: Reaching the Heart of the Student—Engagement Beyond Attendance

Universities invest heavily in tracking attendance, whether through Bluetooth beacons or sophisticated software. But these technologies miss the point: true engagement goes beyond attendance.

If students begin to drop off after week 6, it’s not a technology issue—it’s an engagement issue. Higher education must do more to create environments where students feel a sense of belonging and purpose. The transition from the pastoral, supportive environment of post-primary education to the large, often anonymous, setting of universities can leave students adrift. Institutions must reach out to students at risk of disengagement and work to make them feel connected to their learning community.

Early identification of at-risk students and fostering meaningful, personal engagement are critical to ensuring students don’t just pass through the system but thrive in it. We should be using formative assessments to help build conceptual understanding, provide opportunities for students to develop and master skills, to build confidence and agility, which will ultimately prepare them for an ever-changing world!

Conclusion:

As we stand at the crossroads of technology, pedagogy, and student engagement, higher education faces a critical challenge: adapt or lose relevance. The tools are there. The knowledge is there. What’s missing is the will to embrace bold changes that put students at the centre of the learning experience. From AI as a toolkit to the iPGCE shaking traditional teacher training models, there are examples of innovation within reach—universities just need to seize them. The future of education should be about empowering students, not merely maintaining the status quo.

Attributions

[1] Lecture hall photos (McGraw Hill photo) - University of Stirling photo

[2] SAMR model - illustrated by Sylvia Duckworth

[3] Sat nav for the brain - AI in Education Podcast

[4] Rethinking High Stakes Assessments - Deakin University