I teach software development related courses at university and high school. I recently conducted a survey on the use of AI among high school students: 99% of them use AI for learning (N:498). So I adapt my teaching materials accordingly. I have already shared best practices for using AI in the course. Last year, I have already offered students to use AI for practical excercises that they have to submit individually or in groups. After reviewing the excersises, I will update my Ai learning materials, adding examples of the best and worst uses of AI.

Universities in developing regions face a significant challenge in adapting their curricula and resources to prepare graduates for the AI-driven landscape of Industry 5.0, potentially leading to a skills gap and hindering their global competitiveness. Addressing this requires proactive measures, including curriculum modernization, faculty development in emerging technologies, and stronger collaborations with industries to ensure graduates possess the relevant skills and knowledge for the evolving workforce.

A good Question. My take is that universities in developing countries are still at the stage of wonder.Little is ongoing

Dear Virag Vasas

This is a truly inspiring and practice-driven approach. Your proactive integration of AI into both curriculum design and student assignments reflects not only pedagogical adaptability but also a visionary mindset that aligns with the evolving dynamics of education. The fact that 99% of your high school students already use AI tools is a clear signal: the classroom is no longer confined to its physical walls—it extends into digital ecosystems where AI is both a tool and a co-learner.

Your initiative to identify best and worst practices through real student submissions adds a powerful feedback loop that benefits both teaching and ethical digital literacy. It would be fascinating to see how you categorize those uses and what patterns emerge in terms of critical thinking, originality, and collaboration.

Looking forward to seeing how your AI learning resources evolve—your work sets a valuable precedent for educators worldwide navigating the intersection of pedagogy and artificial intelligence. Well done!

Dear Ericha Solomon

Thank you very much for this rich and well-articulated response, which precisely touches on the core challenge facing universities in developing regions amid the rapid transformations brought about by artificial intelligence and the emergence of Industry 5.0. Your accurate diagnosis of the issue—particularly the growing skills gap and its threat to global competitiveness—is a critical point that demands adaptive and forward-thinking institutional responses.

I fully agree with the importance of curriculum modernization, faculty capacity building in emerging technologies, and establishing strategic partnerships with industry. These are not merely reform steps; they are existential imperatives to ensure that universities remain active contributors to the knowledge economy, rather than passive observers.

Your contribution truly enriches the discussion and moves it toward actionable directions. I look forward to continuing this constructive scientific exchange and learning from shared experiences and best practices. With sincere appreciation.

Dear Elvis Omondi Kauka

Thank you for your sincere and direct participation. Indeed, your description that "universities in developing countries are still in the stage of surprise" reduces the state of anticipation and slowness in reacting to major digital transformations, especially with regard to artificial intelligence technologies and the requirements of the Fifth Industrial Revolution. Although "surprise" may be a natural first step when facing changes in the magnitude of artificial intelligence, its continuation without an effective transition to institutional action and strategic planning may perpetuate the knowledge and skills gap in a way that is difficult to overcome later. It is necessary to turn this "astonishment" into systematic curiosity, then into institutional awareness, then into implementable plans, so that these universities do not find themselves outside the map of knowledge competitiveness. Your intervention touched the heart of the problem, and I hope that it will open paths for dialogue on how to get out of this stage to another more aware and proactive.