3. Artificial Intelligence in University Education: Opportunities and Challenges
Table of Contents
Current use of AI by the students and university teachers in their educational activities
Current AI-use by many students (early adopters)
1.Information search: Students use AI to quickly and efficiently find relevant information for their courses, research projects and knowledge questions.
2.Grammar checking and enhancing writing skills: AI-powered writing assistants, such as Grammarly, help students enhance their writing.
3.Summarising and paraphrasing documents: AI tools are used to shorten long articles and research reports into concise summaries and to rephrase text while retaining the original meaning.
4.Creating first drafts: Students use AI to generate drafts of essays, reports and other written assignments, providing a starting point for their own writing and editing.
5.Explaining complex concepts: AI tutors and chatbots help students understand difficult concepts by providing clear explanations, examples, and step-by-step guidance.
6.Suggesting research ideas: AI tools can generate research topics, identify relevant sources, and explore different perspectives on a subject.
Faculty are exploring various ways to use AI in their work
- Supporting curriculum design: AI can assist faculty in designing more effective and engaging curricula by analysing student data, identifying learning gaps, and suggesting relevant resources.
- Automating administrative workflows: AI can automate repetitive administrative tasks, such as grading, scheduling, and communication, freeing up faculty time for more meaningful activities like teaching and research.
- Enhancing teaching practices: AI can be used to create personalised learning experiences, provide targeted feedback, and adapt instruction to individual student needs.
- Personalising learning: AI-powered learning platforms can tailor content, pacing, and activities to each student’s learning style and preferences, creating a more individualised and effective learning experience.
Stimulate the academic level with AI!
Many students and teachers are deeply concerned about the academic standards of university education, as artificial intelligence makes many assignments easy to complete.
A striking example of how artificial intelligence can be utilised in education is an AI app designed to complete assignments in a digital learning environment on the student’s behalf. This application also ensures that the completed work is submitted on time, allowing the assignment completion and submission process to be fully automated.
The main challenges at this moment are to counteract the negative effects on students’ study behaviour. And especially, how can you apply AI constructively and safely?
Utilising Pedagogical Options in Modern University Education to stimulate academic level students
These options are designed to raise academic standards. Using diverse teaching methods in universities can help address a range of educational needs, giving educators flexible tools to create dynamic learning environments that meet current goals
In the description of the Design Principles of MUE, you can find all kinds of pedagogical options which AI can support positively. Especially the DP 2 Active learning offers added value. Below is a short description of DP 2, which shows the possibilities for the positive use of AI.
- Students actively study in class or on their own to achieve their learning goals, not just listen. Active learning supports deeper understanding (AI).
- Students apply their knowledge in the classroom or self-study assignments and receive feedback afterwards. (AI)
- The teacher’s expectations for student learning are clearly explained in the coursebook (Focus on Theory and Practice).
- ‘Teachers and AI support self-study, but students become more independent over time (scaffolding).
- A practical principle is Time-on-task: more meaningful study leads to more learning. Teachers should find meaningful activities.
The possible pedagogical options within the Design Principle ‘active learning’ can be found by clicking here – bl.curriculumdesignhe.eu.
What is Generic and Non-Generic Artificial Intelligence?
Responsible Integration of AI in University Education
Opportunities and Challenges
Artificial intelligence offers new opportunities to enhance individual and group learning. However, integrating AI into education is complex and requires careful course design and organisational planning.
Oversight and Evaluation
To ensure responsible use, AI systems must undergo continuous oversight and evaluation. For example, regular reviews of AI-supported assessment tools can help identify bias or inaccuracies. At the same time, pilot implementations allow institutions to assess both the benefits and limitations of AI before large-scale adoption.
Remark User-Centered Technology
A user-centred approach requires that technology responds to the needs of students and teachers. IT departments should provide technical support and ensure data protection, for instance, by safeguarding student records. At the same time, teachers should collaborate by sharing experiences and best practices when integrating AI tools into their courses.
The Enduring Role of Study Books and Teachers despite the AI.
Despite advancements in artificial intelligence, study books and teachers remain essential components of education. Their guidance and knowledge continue to play a crucial role in student development.
- Use AI wisely.
- Think before you follow an AI-answer.
- Tech should fit your needs.
- AI helps, but it is not magic.
- Be aware of hallucinations, bias and privacy matters.
Topics about AI
From different sources university teachers indicate that they are using AI pedagogical options in a meaningful way. Below an overview of these options is given. Because of the fast developments in AI and also the possible applications in education there will be moren options then presented in this list prepared in April 2026
Two sets of AI pedagogical options are given.
First, 12 different types of AI pedagogical options are given that you can use in the learning activities in your course. Secondly, a proposal is given for how the assessment can be arranged when students are allowed to use AI in the course.
- Level1: The organisation (management, teachers, students, and parents) becomes familiar with AI, but does little or nothing with it yet. Students recognise and occasionally use AI tools to support learning tasks.
- Level 2: What do you know about how AI works and what it can and cannot do? Try it.
- Level 3:Always keep thinking for yourself. AI does not always get it right. Learn to make well-argued choices in assignments where AI is used, and then critically assess the output of these AI assignments
- Leven 4: AI becomes a structural part of educational design. The key point is whether AI can be applied effectively, safely, and responsibly..
What is meant by hallucinations, bias and privacy matters?
Possible meaningful applications of AI .Possible AI functions to be used in university education.
From different sources university teachers indicate that they are using AI pedagogical options in a meaningful way. Below an overview of these options is given. Because of the fast developments in AI and also the possible applications in education there will be moren options then presented in this list prepared in April 2026.
References
1. Mulford, March 6 2025, AI In Higher Education: A Meta-Summary of Recent Surveys Of Students And Faculty. Campbell Academic Technology Services, USA
2. AI texts for teachers from the University of Leiden, the Netherlands and the University of Amsterdam.
3. Roe, Perkins, Tregubova & Cook, (August 2024), A preprint. The eap-aias: Adapting the AI Assessment Scale for English for Academic Purposes. University of Singapore, British University Vietnam. jasper.Roe@jcu.Edu.Au .
4 . Mike Perkins, Leon Furze, Jasper Roe, and Jason MacVaugh. (2024)The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment. Journal of University Teaching & Learning Practice 1 (6). British University Vietnam, Vietnam; Deakin University, Australia; James Cook University, Australia
5. Furze, L., Perkins, M., Roe, J., & MacVaugh, J. ( 024). The AI Assessment Scale (AIAS) in action: A pilot implementation of GenAI-supported assessment. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.9434.
6. Staff website (2026) from Leiden University. Various documents are used in de texts about AI.
