I agree with your idea of leveraging AI-infused agents. My thoughts are to develop a framework tailored to each level of higher education (e.g., Diploma, Advanced, and BTech, based on my university’s structure). These AI agents can support a feedback system to assess impact and perform a SWOT analysis, guiding continuous improvement and future development.

Dear Mark Alexander ,

Artificial intelligence (AI) and the use of artificial intelligence are becoming more accepted in every aspect of our lives, from daily, at-home tasks to work, including the use of artificial intelligence in higher education.

While there are things to be wary of, including academic, ethical, and legal challenges, artificial intelligence holds great promise for higher education as it can help students better prepare for the future.

https://www.bridgeport.edu/news/how-is-ai-technology-used-in-higher-education/

AI is quietly reshaping higher education in ways that are both practical and deeply impactful. It helps create more personalized learning experiences by adapting lessons to fit each student’s pace and needs, making it easier for them to understand and retain what they’re learning. Virtual assistants and chatbots are now available around the clock to answer questions, guide students through course selections, or help with administrative tasks—making support more accessible than ever. For teachers, AI takes over time-consuming jobs like grading and checking for plagiarism, giving them more time to focus on engaging with students and improving how they teach. When used thoughtfully and ethically, AI can make education more inclusive, supportive, and better suited to the diverse needs of modern learners.

Artificial Intelligence and Higher Education: A Brave New World?

"Higher education leaders anticipate various ways in which Artificial Intelligence will be applied within their institutions. There can be substantial value in data analysis, supplemental applications for educational and developmental processes, and complex problem solving. Decision-makers must be mindful of problems that may arise from the implementation of hyper-rational management practices, extensive surveillance systems, and applications that could control and narrow the experience of students physically, emotionally, and intellectually. AI offers valuable tools but also significant risks. Institutional leaders face complex and highly consequential decisions about how such technology will be deployed and shape the ongoing evolution of colleges and universities."

Article Artificial Intelligence and Higher Education: A Brave New World?

Disclosure or Disarray?

Universities are grappling with the complex ethical challenges of AI in academia, moving beyond detection to encourage transparent and responsible student use...

"True academic integrity in the AI era requires systemic pedagogical redesign, not just declarations.

The widely debated question of what constitutes original student work is being redefined across universities, leading many to explore a new frontier: AI disclosure. At some universities, the focus is not only on detecting AI use but also on encouraging transparency and responsible use. However, early signs show confusion, inconsistency and growing ethical concerns.

This is the ethical grey area universities are grappling with, where the lines between assistance and academic dishonesty are becoming harder to define..."

https://magazine.qs.com/qs-insights-magazine-31/disclosure-or-disarray

Students feel ‘anxious, confused, distrustful’ about AI

As generative AI continues to pervade everyday life, research has found university students feeling disturbed about AI use in the classroom and among their peers. It is important to listen to students and consider novel ways to help them – they are more than ready to talk...

Understanding these evolving interpersonal dynamics matters because how we relate to technology is increasingly affecting how we relate to one another. Given our experiences in dialogue with them, it is clear that students are more than ready to talk about this issue and its impact on their futures...

https://www.universityworldnews.com/post.php?story=20250718121306564

Student interactions with generative AI

Students are turning to generative AI chatbots like ChatGPT to support their physics learning. Here, I examine one student’s interactions with ChatGPT on an exam recuperation assignment and the student’s reflections on the process...

"In closing, we still have much to learn about teaching in the era of generative AI, but I am confident that we can learn to teach students to approach this technology with Pascal’s wisdom: “One must know when it is right to doubt, to affirm, to submit. Anyone who does otherwise does not understand the force of reason.”..."

https://www.nature.com/articles/s41567-025-02932-7

AI still isn’t making a serious impact on university education – here’s why

Students use AI for everyday tasks, but its adoption in universities has barely started...

"Artificial intelligence (AI) promised to revolutionise the field of education. But how, and how much, is it actually being used by students and teachers today? Our recent article sought to answer this question by analysing AI’s integration into universities from two perspectives: scientific (how it is actually being used) and social (perceptions of its use).

While researchers tend to highlight the opportunities and challenges AI presents for personalised learning, social perception tells a different story, reflecting a slower and more uneven adoption, particularly in Europe..."

https://theconversation.com/ai-still-isnt-making-a-serious-impact-on-university-education-heres-why-263057?

A new academic year has begun, but UK universities are still struggling to respond to AI

Recent evidence suggests AI use amongst students is pervasive. Mark Carrigan argues university staff and teachers are still struggling to develop coherent, contextual and disciplinary institutional responses to AI’s impact on teaching and learning...

"Universities need to treat generative AI as something that has happened. Not something that is happening or will happen. It’s not a change to prepare for, or a tide we can hold back, but a feature of our organisations that we need to steer in constructive directions. Yet, a surprisingly large number of academics are still locked into this sense that we’re in the early stages of a change. In contrast, there is evidence to suggest we might be reaching a plateau in the capabilities of the major models. Change over the next few years will therefore likely be a matter of better software rather than more powerful models...

In practice this means that individuals and teams confront pedagogical situations in which there’s a lack of clarity about what university strategy and rules mean. Here, now, with these students in this room: what should I be doing? General principles can help us, but they don’t replace the situated judgement that teaching requires. Are students actively engaging with these tools or outsourcing their thinking to them? Are they using models to go deeper or merely to go faster? If we frame student use of generative AI as malpractice, we collapse these nuanced questions into a simple matter of whether students are ‘cheating’. Instead, we need to sit with the ambiguity and support colleagues in developing the practical judgement needed to navigate it. Until universities do this, we will not be ready to cope with generative AI in the new academic year."

https://blogs.lse.ac.uk/impactofsocialsciences/2025/09/26/a-new-academic-year-has-begun-but-uk-universities-are-still-struggling-to-respond-to-ai/