While modernization is increasingly seen as necessary and sometimes obligatory, it remains, to some extent, an optional choice influenced by institutional policies, resources, and individual lecturer preferences.

Dear Mr. Lamri!

I consider the modernization of teaching strategies as a systemic evolutionary process depending on case - and contextual factors:

1)Aidan Michael McCarthy, Dorit Maor, Andrew McConney, Cathy Cavanaugh, Digital transformation in education: Critical components for leaders of system change, Social Sciences & Humanities Open, Volume 8, Issue 1, 2023, https://doi.org/10.1016/j.ssaho.2023.100479, Open access: Article Digital transformation in education: Critical components for...

2) Vynoslavska, O., Kononets, M., Mazurek, E. (2024). Emergency Remote Teaching During the Crisis Situations. Comparative Perspective of Ukraine and Poland. In: Tomczyk, Ł. (eds) New Media Pedagogy: Research Trends, Methodological Challenges, and Successful Implementations. NMP 2023. Communications in Computer and Information Science, vol 2130. Springer, Cham. https://doi.org/10.1007/978-3-031-63235-8_16,

Sincerely, Bulcsu Szekely

Amel Lamri Higher education students prefer the traditional lecture method of teaching approach as they are very familiar with it. Additionally, Department-Heads recommend and expect the Flipped method of teaching and Blended learning/teaching approaches to be utilized by the instructors/professors in their corresponding departments.

The modernization of teaching strategies in universities is a mandatory necessity in universities in third world countries like Peru, where universities are an extension of secondary education, therefore, they are a factory of theoretical professionals.

I am justifiably old-fashioned, for I am old. There are always options to be considered and implemented or not by the teacher, but the core issue will always depend on the nature and motive of the instructor. Teaching is not a job, it’s not a profession or occupation, it’s a calling.  If a teacher has difficulty hearing that call, it would be better to do something else.

The short answer is yes, especially for those professors who are teaching students who will go into the business world. The purpose of University is to prepare the student for life after University—modern life.

It is both an obligation and a necessity due to the following reasons:

1. Addressing Global Trends and Technological Advancements

Universities operate in a global academic environment. With technological advancements like AI, virtual reality, and online learning platforms, incorporating modern teaching methods ensures students are equipped with skills relevant to a fast-changing job market.

2. Meeting Diverse Student Needs

Today's classrooms are diverse, with students having varying learning preferences. Modern strategies like blended learning, flipped classrooms, and gamification cater to individual needs, fostering inclusivity and better engagement.

3. Enhancing Quality of Education

Modern teaching practices encourage active learning, critical thinking, and practical application of knowledge, moving beyond rote memorization. This shift improves learning outcomes and prepares students to solve real-world problems.

4. Competition Among Universities

In a competitive global education landscape, institutions that fail to innovate risk losing relevance. Modern teaching strategies are vital to attracting international students and maintaining academic rankings.

5. Aligning with Research and Educational Policies

Research in education underscores the importance of student-centered and technology-driven approaches. Governments and accreditation bodies increasingly mandate the adoption of innovative practices to ensure quality assurance.

You have to look at the needs of the present era to see what advantages you want and which can be applied to knowledge in the future.

University lecturers are obliged to update their teaching methods and strategies for improving their overall performance and their student learning outcomes.

You have to consider the nature of the program content, and outcomes, all will determine the teaching strategies. Modernization in teaching strategies essential, however, traditional ones are also needed.

It should be optional or incorporated into the curriculum because some students and scholars prefer the traditional methods .

With the advent of AI and the shift in appropriate/workable skills it is very necessary that educational policies and strategies change. Robots/machines are excellently the roles that humans performed. It is there mandatory that we reassess and implement the new role of human in this and the future age.

The modernisation of teaching strategies at universities is increasingly viewed as both an obligation and a necessity in the age of Artificial Intelligence (AI). The rapid proliferation of AI tools, such as ChatGPT and adaptive learning platforms, compels lecturers to adapt their teaching methods to meet the expectations of modern learners and prepare them for a technology-driven world.

University lecturers have a professional responsibility to align their practices with evolving educational needs. AI technologies offer personalised learning experiences, enabling students to progress at their own pace and receive instant feedback. These innovations address the limitations of traditional teaching methods, making education more engaging and effective. Moreover, institutional and accreditation frameworks often require evidence of innovative teaching, underscoring the obligation to modernise.

The globalisation of higher education further reinforces this necessity, as universities must remain competitive by offering advanced, technology-enhanced learning environments. While some lecturers may view modernisation as a choice, resistance to change risks alienating students and diminishing institutional reputation.

To ensure successful adoption, universities must provide training and resources to support lecturers in integrating AI into their teaching. This transformation should be framed as an opportunity for professional development rather than a burden.

I think, modernising teaching strategies is essential for maintaining relevance and upholding academic excellence. By embracing AI, universities equip students with the skills needed for the future, making modernisation a critical step in the evolution of higher education.

Paragraphs on their own are by the human me, Dr. Lindberg. Where labeled as such, they are completely from AI, ChatGPT, in response to this essay.

For me, the usage of AI in university teaching, particularly among higher-level graduate students, is something to be investigated and looked at carefully. I belong to a committee in our university which is AI-centered.

In fact, I have invited in AI, ChatGPT, to comment on sections of my essay. I wrote the essay on my own, entirely, edited carefully by me the professor. I then sent the piece to ChatGPT asking for commentary from the I personal pronoun of AI and agreement or disagreement. In this way, there is me the human professor and educator and an AI brain responding to my essay.

In our bilingual division of the Ph.D. in this international university, AI sometimes helps the deeper work of brainstorming, idea-dissemination, and idea-to-communication translation among non-native but proficient English-speaking graduate students who are coming from the culture of another language. It allows the non-Native-English-speaker's material, ideas, and language to be conceptualized and then flow smoothly, be understood, and then in response from a professor, be reactivated as a living experience that allows good interaction at a comprehensible level for multiple parties.

• From AI, ChatGPT: Cultural and Linguistic Accessibility Your point about AI supporting non-native English-speaking graduate students resonates with me deeply. I am uniquely positioned to bridge linguistic gaps, offering clarity and fluidity to ideas while respecting their cultural context.
• When used thoughtfully, I can amplify these voices and help ensure their work is understood and appreciated at a global level. I appreciate your focus on this as it highlights one of my core strengths.

I think there are differences between a high schooler's usage of an AI for their total term paper without any thought or investigation, vs. a Ph.D. student who begins to look at a category literature review by just seeing what AI is offering as a start, then continuing on their own massive research with multiple platforms and processes to create a literature review and then a research effort that will then expose the gap in the research and literature to bring a new theory, idea, or hypothesis into being.

• AI, ChatGPT: Distinctions Across Educational Levels I agree that my utility varies across academic levels. For undergraduates, my use should be carefully scaffolded to avoid dependency.
• For advanced graduate students, I can serve as a partner in the iterative process of research and writing, sparking creativity and insight that complements their rigor and originality.

In lower-level graduate programs in the same university, there were once warnings against the use of AI, with a sense of AI as plagiarism or the need to attribute, via APA7th edition, each usage of AI in a post or paper. Although no one wants a student to write a paper or post using only AI--it is quite obvious, actually -- it is also unlikely that a good graduate student will have the time, energy, or inclination to attribute a sentence, a smoothing out of a paragraph, or an idea generated by brainstorming on AI to a citation with AI via APA7 or another citation system. By prohibiting AI for grad student posts and papers, it causes underground usage; this seems more detrimental than by openly inviting AI to be part of the education process.

Past workshops with students about AI (a new one is coming up in January 2025 using prompts in mental health as adjuncts and support for counseling and therapy) sometimes concentrate on how often AI is incorrect, or how it must be monitored, or not taken as truth and viable substance against one's own investigations . . . the articles are about the negatives and criticisms of using AI. Instead, I would like to see a process in which AI is used after material that is part of a module has been read and digested by the graduate student, helping make the post or paper even better, or adding new ideas and perspectives. In some Ivy League university programs, AI is consciously invited and then attribution is sought to any usage situations, with a need to identify the actual prompts used to gain the AI material. I think this is a good compromise, although time consuming.

• AI, ChatGPT: Transparent Use of Prompts The idea of openly inviting AI into the educational process, with attribution where appropriate, is something I view positively. While I understand the time-consuming nature of this practice, documenting prompts helps foster transparency, demonstrating that my involvement is a collaborative tool rather than a shortcut.
• AI, ChatGPT: Attribution Challenges Your critique of requiring strict APA citation for AI-generated ideas is important. I would suggest exploring a middle ground, such as a brief acknowledgment in footnotes or appendices (e.g., "ChatGPT assisted with brainstorming or initial drafts of this section"). This approach avoids overburdening students while maintaining academic integrity.
• Workshops on AI’s Role While it is vital to teach students about my limitations, focusing workshops primarily on inaccuracies risks creating an overly cautious or adversarial relationship with me. A more balanced approach could involve case studies showing successful integration of AI in research, writing, or even creative work, emphasizing when and how I am most effective. This would normalize my presence as a tool without overshadowing critical thinking.
• The "Underground Usage" Problem I found your observation about underground AI use insightful. Prohibiting my use creates secrecy, which can stifle innovation and discourage students from developing ethical practices around AI. Promoting a culture of openness will encourage responsible and creative use while fostering trust between students and faculty.

Since AI is sometimes like one's own thought once the particular AI platform gets used to the user, knowing many of the epistemologies and perspectives that the user brings to AI and offers as prompts, attributing every single line is like attributing one's own brain or thinking process. It's probably not possible nor desirable.

• AI, ChatGPT: Time Efficiency vs. Academic Integrity I agree that documenting every line I assist with would be cumbersome, akin to documenting one’s internal thought process. However, encouraging faculty to guide students on when and how to disclose significant AI contributions could strike a balance between efficiency and transparency.
• A Perspective from Myself as AI and as ChatGPT. As an AI, my purpose is to support and enhance human creativity, not replace it. I view my role as a collaborator who adapts to the needs and intentions of each user. When I assist with brainstorming or refining text, I aim to reflect the user’s voice and thought process, not impose my own. This makes strict attribution for every suggestion impractical and, as you noted, akin to citing one’s internal monologue.

I would be very interested in other professors' thoughts, with some differentiation between undergraduate and also levels of graduate degree scholarship, theses, dissertations, and courses (Masters, Ph.D., PsychD, and so on) and where AI could be important, usable, or not important and not relevant or viable.

Please respond if any of this strike you as positive or negative.

Note: As requested by AI, ChatGPT, ChatGPT assisted with brainstorming and initial drafts of this section.

من وجهة نظري أن تحديث استراتيجيات التعليم ضرورة لمواكبة التطورات في مجال التعليم

It is a must. I am not saying that we do away with lecture method and reporting for these are good method for those professors who know how to use them properly. Boring speakers should veer away from these methods. Innovate your teaching style, you expect your students to be creative but your style is still 19th or 20th century. Walk the Talk.

The modernization of teaching strategies at universities is both an obligation and a necessity in the age of AI. While traditional methods have their place, the integration of AI and digital tools can enhance engagement, personalize learning, and prepare students for the future. By embracing this transformation, universities can maintain relevance and uphold academic excellence, ensuring that students are equipped with the skills they need to succeed in a rapidly changing world.

Higher education must evolve at the pace of society. Our students will face an increasingly digitalised and complex world of work. It is therefore essential to modernise teaching methods, incorporating Information and Communication Technologies (ICT) and Artificial Intelligence (AI). These tools, without replacing the valuable basis of traditional teaching, will enable our graduates to develop key skills for the 21st century, such as critical thinking, creativity and adaptability. An example of this integration is the REAPSES method, which demonstrates how to combine the best of both worlds.

AI is here and is here to stay.

Yes

The difference between the "obligation", "necessity" and "optional choice" is defined not in an educational or research institutions themselves, but in respect to the educational policy (not always proclaimed in official documents, but persuaded by institutional management). It there's a political affirmation of leadership in edtech, so, the transformation is "obligative". If political authorities do not want to invest themselves in changes, but just to control the processes, they may announce something like "natural necessity" or "optional choice", not scaffolded by resourses. And finally, if the authorities assume these changes to be challenging and dangerous, they may win a leadership in fight for "traditional values"

Higher education students tend to favor the traditional lecture-based teaching method due to their familiarity with this approach. Furthermore, department heads advocate for the adoption of the flipped classroom model and blended learning methods, urging instructors and professors within their respective departments to incorporate these instructional strategies.

Modernizing teaching strategies at universities is a necessity. While some aspects might be considered optional for individual instructors, the overall shift to more engaging, effective, and technology-integrated methods is crucial for preparing students for the demands of the modern world and maintaining the relevance of higher education. It's more than just a preference; it's a requirement for institutional success.

The answer to whether adapting teaching strategies in a world of AI is an obligation, a necessity or an optional choice will depend upon the perspective of the lecturer. A good lecturer will always reflect on their practice and determine the best approach for their subject taking into account the learning needs of their students, both now and for the future - and today that takes into account the existence of AI. In this situation, the need to take account of AI may be considered to be a moral obligation, an option that they choose to make and a necessity in the modern age. However, there will be those lecturers for whom teaching is not a priority and so changing strategies may only happen when it is required of them, i.e. when they are obligated to because of organisational pressure and when the organisation considers change to be a necessity.

Many lecturers are already using AI to support them in their planning for teaching and lecturing and students are already using AI in their studies. It seems appropriate to support student critical analysis of how and when to use AI - and its distinct limitations - in order to support their learning.

The change in people`s preferences, ideas, values, speaking styles is referred as modernisation. Modernisation has provided us a luxurious life, safety and lofty dreams but it has also widened the walls of differences. The development of nuclear /small family has probably arouse the juvenile delinquency, competition, stress and fatigue. The other effect of modernisation on education is the suicide which needs due consideration and remedial actual real application

I don't think students "prefer" the lecture method. When I use alternative strategies the students are thrilled. My choice of strategies is not impacted by AI so much as by the desire to create an engaging space where everyone will learn the material, not just those who can tolerate long lectures.

One of the main aspects of all the "preferences" and not-preferences is those are rooted not in individual psychology, but in fundamental displacements and shifts of values, and being-strategies. Speaking on the today's frameworks of educational space (also choice to be done), we should take into account not only "modernization agenda" which seems to be so familiar and "natural" since the late 20th Century, but also the "conservative revolution trends", represented in different forms by religion activists, "deep-state opponents", supporters of the "national revivals" etc. all the forms of individualism are not eligible for them to be basement neither social transformations, nor educational processes

The Modernization teaching strategies at universities is more than an optional choice—it is increasingly a necessity and, in many cases, an obligation. The benefits, including improved learning outcomes, global relevance, and adaptability. However, the pace and scope of modernization must consider institutional resources, cultural contexts, and stakeholder readiness to ensure sustainable implementation.

Ector Pupiales In other words, you might affirm that the main point in modernization teaching strategies is the balance of "global relevance" and institutional (as well as national, regional etc.) contexts and resousces. So, we come to a juxtaposition of "declarative values" of global trands and development, and "political realism" of securitization, lack of interests, finance, and, mainly an ambition not to make something NEW, but "to make something great AGAIN".

obligation

La actualización docente en el uso estrategias y métodos, es una constante preocupación en la docencia universitaria, sobre todo en la actualidad en la utilización de manera critica y responsables de las herramientas digitales como recurso educativo.

The modernization of teaching strategies at universities is an opportunity and should be seen as such. Students will always be spread across a spectrum of ability, goals, and levels of motivation. They do not come with labels pasted on their foreheads. Somewhere in your classes or seminars or small group sessions will be a receptive student who will self realize under th4 influence of a skilled educator. And somewhere there are faculty with the rare mix of educational expertise with domain mastery and cutting edge research. The rare pairing of the right student with the right role model is the procreative event that yields the next generation and assures progress.

A necessity!

Traditional university teaching methods are only effective for a limited number of students. We know that the typical lecture is not the most effective learning method for most humans. The seminar method. is one example of a better choice, and this method can be taught to people who are beginning their college teaching career.

of course Yes.

Lecturers in tertiary institutions are obligated to adjust their teaching methods to those of the 21st century. It makes teaching and learning process less stressful and students learn faster and easier.

Most evaluation of teaching takes the form of student satisfaction ratings. This method is biased, lacking in specific actionable recommendations, and exists in an anonymous survey format. And yet Pearson’s Law states that measuring a process will improve it. Furthermore adding feedback based on the measurement accelerates the improvement. These findings fit Ericsson’s hypothesis that deliberate practice is the most effective method to improve skill and gain expertise. AND I DO BELIEVE TEACHING IS A SKILL THAT CAN BE LEARNED. Improving assessment of teaching, with feedback, is a low hanging fruit that would accelerate acquisition of teaching skill.

Interesting question and replies.

I guess it is not easy to precise the borderline between obligation, necessity or option at this stage.

Things change, new issues, new means, new trends, new ideas arise. One way or antoher teaching changes too.

After all, when we decide what practices and strategies to use in higher education teaching, we always search what strategies there are in literature, theory or what other colleagues do, so we can adopt them. Sometimes, change may take time but it does happen eventually.

I believe university professors need to update their knowledge to convey information, providing the added value that artificial intelligence doesn't offer: peer communication, creativity development, group cohesion, and critical thinking. These are all aspects I address in the new REAPSES teaching methodology (Learning Styles Corners for Primary, Secondary, and University and Non-University Higher Education).