The Future of Education

The integration of emerging technologies and simulations, such as digital twins, in higher education offers transformative opportunities for personalised learning, automation, and enhanced student engagement [1,4]. However, from educators’ perspectives, implementation is often hindered by institutional resistance, technical limitations, and a lack of strategic alignment [2,5]. This qualitative study explores the barriers to AI adoption in teaching, drawing insights from ten educators and three IT professionals at a UK higher education institution.

Findings reveal a disconnect between IT support, pedagogical needs, and instructional strategies. While technological infrastructure exists, educators encounter training gaps, policy restrictions, and limited agency in decision-making [3]. Faculty members also express concerns over AI’s impact on assessment integrity, workload, and student engagement, highlighting the tension between technological innovation and institutional inertia [5,6]. Reflecting on my experience as an academic developer and educator at ARU, as well as my research, this study underscores the challenges of driving pedagogical change without formal authority, navigating hierarchical structures that often undervalue teaching innovation [2]. The study suggests strategies for bridging this gap, including faculty-driven AI training, cross-department collaboration, and the development of institutional policies that empower educators rather than impose top-down directives [3,5]. By presenting first-hand perspectives from both academic and IT stakeholders, this research contributes to discussions on how universities can effectively align technological advancements with faculty autonomy, ensuring AI enhances learning without marginalising educators’ expertise [1,4,6].

Keywords: AI in education, institutional barriers, teacher agency, higher education policy, digital learning

REFERENCES

[1] Mayer RE. Cognitive theory of multimedia learning. Cambridge Handbook of Multimedia Learning. 2014.

[2] Mah DK, Ifenthaler D. Academic staff perspectives on first-year students’ academic competencies. J Appl Res High Educ. 2017;9(4):630-640.

[3] Isaias P, Sampson DG, Ifenthaler D. Technology Supported Innovations in School Education. Springer; 2020.

[4] Fuller A, Fan Z, Day C, Barlow C. Digital twin: Enabling technologies, challenges and open research. IEEE Access. 2020;8:108952-108971.

[5] Ma Y, Siau KL. Artificial intelligence impacts on higher education. Proc Midwest Assoc Inf Syst (MWAIS). 2018.