The rapid integration of artificial intelligence (AI) into Higher Education (HE) has undoubtedly led to a shift in the competencies needed for both the students and the educators. Indeed, studies across several countries have revealed the emerging landscape of AI-related skills and knowledge requirements in academic settings (Maznev et al., 2024; Zawacki-Richter et al., 2019).
Notably, the need for new competencies has been identified that can bridge academic skills that were traditionally predominant in education settings, with AI-specific capabilities (Bai, 2024; Scarci et al., 2024). Studies highlight that the development of critical thinking, ethical awareness, and adaptive learning abilities are of vital importance for the successful AI integration (Zouhaier, 2023). Technical AI skills and digital literacy were also identified as significant competencies (Bai, 2024; Scarci et al., 2024).
For technical and digital competencies, AI literacy has emerged as essential, encompassing the ability to understand, use, and critically engage with AI tools, as well as proficiency in digital content creation and data interpretation (Maznev et al., 2024). Interestingly, as analysed in the study of Maznev et al. (2024), although students inherently posses advanced digital skills, they require explicit training on AI specific skills. Specifically, even though students are comfortable using frequently digital tools in their everyday life, they often lack the deeper AI-specific skills needed to use these technologies effectively in academic settings. Therefore, there is a growing need, for formal and structured training to ensure students are not just passive users of AI, but informed and capable participants in a digital future.
Similar to students’ needs, educators should develop new pedagogical competencies, including among others the facilitation of personalised learning experiences. Towards this direction, continuous professional development and support mechanisms for educators to effectively integrate AI into their teaching practices is of paramount importance. By enhancing these skills and understanding how AI can support them, they can avoid potential pitfalls and address practical issues including data protection, ethics, and privacy.
Successful implementation of these competencies requires robust institutional support and clear policy frameworks. At the same time, critical thinking and ethical understanding emerge as core competencies, particularly in evaluating AI-generated outputs and maintaining academic integrity.
References
Bai, X. (2024). The role and challenges of artificial intelligence in information technology education. Pacific International Journal, 7(1), 86-92.
Maznev, P., Stützer, C., & Gaaw, S. (2024). AI in higher education: Booster or stumbling block for developing digital competence?. Zeitschrift Für Hochschulentwicklung, 19(1), 109-126.
Scarci, A. S., Teixeira, T. M., & Dal Forno, L. F. (2024). Artificial Intelligence and its relations with digital competencies and Education.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators?. International Journal of Educational Technology in Higher Education, 16(1), 1-27.Zouhaier, S. (2023). The impact of artificial intelligence on higher education: An empirical study. European Journal of Educational Sciences, 10(1), 17-33.