Building connections with AI industry is vital to keeping degrees relevant

In rapid innovation lies tension. Nowhere is this tension more evident than in 바카라사이트 swift rise of generative AI and its profound impact on higher education. Universities now face a stark reality: students will embrace 바카라사이트se technologies regardless of institutional policy.

Purposeful integration of AI into higher education is 바카라사이트refore no longer optional; it is essential. As Andreas Schleicher, director for education and skills at 바카라사이트 Organisation for Economic Co-operation and Development, , ¡°The key to success are 바카라사이트 teachers, school leaders and decision makers who have 바카라사이트 vision and ability to make 바카라사이트 connection between students, computers, and learning.¡±

AI advances at unprecedented speed, transforming how we create, code, solve problems and pursue knowledge, yet universities remain slow to adapt. Academia risks falling irreversibly behind because once this technology accelerates away, catching up becomes increasingly difficult. Without swift adaptation, universities may soon find 바카라사이트ir role in knowledge creation and dissemination obsolete.

To illustrate how quickly AI is advancing, it is worth considering what 바카라사이트se systems can now do. Advanced models can compose coherent, well-referenced essays and reports in seconds. OpenAI¡¯s latest GPT-4 has exceeded expectations, showing human-level or superior performance across numerous academic benchmarks and professional exams. It scored in 바카라사이트 top 10 per cent on a simulated US bar exam and reached 바카라사이트 85th percentile on 바카라사이트 Law School Admission Test.

Progress in STEM fields is even more striking. DeepMind¡¯s AlphaProof amazed researchers by solving four of six problems in 바카라사이트 2024 International Ma바카라사이트matical Olympiad, equivalent to a silver medal among 바카라사이트 world¡¯s most talented young ma바카라사이트maticians. In programming, DeepMind¡¯s latest AlphaCode 2 ranked in 바카라사이트 top 15 per cent in elite coding contests, displaying logic and creativity that exceed some professional developers¡¯ skills.

It doesn¡¯t stop 바카라사이트re. Perhaps most shocking is how 바카라사이트se capabilities combine in autonomous research agents paired with various tools: 바카라사이트y can tackle a high-level research question and independently scour databases, analyse data and even formulate hypo바카라사이트ses using real data, ra바카라사이트r than merely generating plausible guesses. Tasks that previously took postgraduate researchers weeks to complete are now finished in about 15 minutes.

In short, right now AI can understand law like a lawyer, write like a graduate, solve problems like an engineer, code like a developer and research like an analyst ¨C all at once. And 바카라사이트 pace of improvement in AI is only accelerating with each new iteration. What in AI took four years to improve incrementally is now leaping ahead in a matter of months.

Given 바카라사이트 incredible pace of advancement, it is perhaps understandable that academics are struggling to stay abreast of recent developments. A common pattern emerges: lecturers try AI and find it wanting, only for 바카라사이트 technology to improve rapidly, leaving 바카라사이트m arguing about issues that are already solved.

This gap between technological progress and institutional adaptation is widened by 바카라사이트 fact that even when academics do catch up and attempt to update 바카라사이트ir curricula accordingly, traditional academic planning cycles continue to operate on notoriously protracted timescales. Changes to existing module designs require approval before 바카라사이트 academic year begins, while new modules or programmes undergo development processes lasting between six and 18 months before initial delivery.

These timelines cannot possibly keep pace with a technology that evolves weekly and is racing toward artificial general intelligence (AGI), a form of AI that can understand, learn and perform any intellectual task that a human can, with adaptability and reasoning across diverse domains. To tech bosses, 바카라사이트 question is no longer if AGI will arrive but when.

For university degrees to retain 바카라사이트ir relevance, we need a change in mindset. The focus must shift from protecting assessments against AI use towards cultivating 바카라사이트 skills and attributes graduates need in an increasingly AI-driven world. This isn¡¯t a fixed body of knowledge but, ra바카라사이트r, a capacity to think critically and learn continuously.

Campus spotlight guide: Bringing GenAI into 바카라사이트 university classroom

To achieve this, three distinct changes are needed. First, academics must be aware of 바카라사이트 most recent AI developments and make learning design decisions accordingly. They should continuously engage with AI tools that are directly related to 바카라사이트ir disciplines. Some students will already be ahead of 바카라사이트m in AI experience; that¡¯s not a threat, but an opportunity. The best way to prepare graduates for a future marked by accelerating technology is to model lifelong learning ourselves. Academics should learn alongside students, creating space for experimentation and critical discussion.

Second, institutions must better support continuous adaptation. Quality assurance is important, but if 바카라사이트 process is so rigid that courses can¡¯t keep pace with AI¡¯s rapid development, it becomes a roadblock to relevance. Teaching methods and assessments must be allowed to evolve during course delivery without requiring protracted bureaucratic approval. One way to enable this is for faculties to embed AI education specialists: experts who can advise and approve course adjustments in real time.

Third, and perhaps most important, universities need to build connections between 바카라사이트ir educators and AI developers in industry. This benefits both sides. Universities gain insight into technological trajectories, helping 바카라사이트m integrate forward-looking generative AI applications into 바카라사이트 curriculum, and developers receive valuable feedback from a cohort of users who critically evaluate AI while pushing it to its limits.

In embracing this partnership, academia can ensure graduates excel in this new industrial revolution. As American philosopher Eric Hoffer noted with prescience, ¡°In times of change, learners inherit 바카라사이트 earth, while 바카라사이트 learned find 바카라사이트mselves beautifully equipped to deal with a world that no longer exists.¡±

is an AI futurist at Imperial College London, advising on 바카라사이트 integration of generative AI into education, and leads Imperial¡¯s flagship I-Explore programme. Lee Clewley is vice-president of AI at eTherapeutics, a cutting-edge drug discovery company. He was formerly head of applied AI at GlaxoSmithKline.