The Learning Evolution: What Teachers and Students can bring to their class in the AI world

Higher education is experiencing one of the most significant transformations in its history. Artificial intelligence, digital learning platforms, and unprecedented access to information are changing not only what students learn, but also how they learn it. In this rapidly evolving landscape, a critical question emerges: What value does a university teacher bring when information is available everywhere? 

This question sat at the heart of a thought-provoking conversation between Dr. Junaid and Dr. Ejaz Ullah Cheema, Vice Rector Academics at UMT and the founding Dean of the School of Pharmacy. Their discussion offered an important reminder: the future of education is not about delivering more content, it is about creating meaningful learning experiences.

One of the most striking themes of the conversation was the distinction between domain expertise and teaching expertise. Many academics spend years mastering their disciplines, earning advanced degrees, publishing research, and developing subject knowledge. Yet very few receive formal preparation in the science and art of teaching. Drawing upon his experience at the University of Birmingham, Dr. Cheema highlighted how teaching in leading universities is treated as a professional competency that requires dedicated training. As he explained: "Teaching is an art. You will have an idea of the different pedagogies involved, the way to teach, what is a lesson plan, and how you need to deliver things."

His experience completing a Postgraduate Certification in Higher Education exposed him to structured approaches for teaching, assessment, curriculum design, and reflective practice. More importantly, it demonstrated that effective teaching is not simply about knowing a subject, it is about making knowledge understandable, engaging, and relevant.

A recurring theme throughout the discussion was around the importance of communication. Dr. Cheema offered a powerful reflection on a challenge facing many academics: "I can be a good professor in my area of expertise. I may know how to do research and have published thousands of papers, but when it comes to communicating, I might be a below-average communicator." This distinction is increasingly important in today's classrooms. Students are surrounded by distractions, competing information sources, and shrinking attention spans. Expertise alone no longer guarantees engagement.

The modern educator must translate complex ideas into accessible learning experiences, encourage participation, and maintain meaningful interaction. As Dr. Cheema noted: "It's very important that you reach this level and communicate with students." In other words, knowledge matters, but the ability to connect that knowledge to learners matters even more.

Another compelling insight from the discussion was the importance of bringing real-world practice into academic programs. Dr. Cheema's own journey included years of professional practice as a pharmacist before transitioning fully into academia. That experience fundamentally shaped his teaching approach. Reflecting on the value of practitioners in higher education, he stated: "Unless you induct practitioners into your faculty, students cannot capture the real experience."

Students today are not simply seeking degrees; they are seeking relevance. They want examples, applications, and insights that connect theory with professional reality. According to Dr. Cheema: "I never had to prepare those examples because I was relating to common anecdotal examples, and that's what students like to hear." This serves as an important lesson for universities. Academic excellence should not be measured solely by publications and qualifications but also by the ability to bridge classroom learning with industry realities.

Perhaps, the most actionable lesson from the discussion was the need to move beyond traditional lecture-based teaching. Dr. Cheema shared research conducted with pharmacy students at UMT on the effectiveness of the flipped classroom model. Instead of delivering information during class, learning materials were provided beforehand, allowing classroom time to focus on discussion, reflection, and application. The results were clear. "The academic performance of students post this flipped classroom was significantly better than the traditional approach." More importantly, students reported higher satisfaction and greater engagement.

Dr. Cheema’s message is difficult to ignore: students learn better when they actively participate in the learning process rather than passively receiving information. The challenge for educators is no longer how much content they can cover, but how effectively they can facilitate learning. The arrival of Artificial Intelligence is forcing universities to reconsider long-held assumptions about teaching and assessment.

The guest believes AI should not be viewed primarily as a threat. "It is here to stay, and why not use it?" He also cautioned that institutions maintaining traditional teaching and assessment practices may find their degrees losing value. His warning was direct and clear: "AI would significantly impact the value of the degrees we are going to offer if we maintain the status quo." Assignments, conventional assessments, and passive lectures are increasingly vulnerable to AI-assisted completion.

As a result, universities must rethink how learning is assessed. Instead of relying solely on traditional coursework, Dr. Cheema advocates for approaches that mirror real-world professional expectations: "Replace them with portfolios, projects, start-ups, and elevator pitches so graduates can showcase themselves." The focus must shift from testing what students know to demonstrating what students can do.

The future demands adaptability. Curricula can no longer remain static while industries, technologies, and professional expectations evolve at unprecedented speed. As Dr. Cheema emphasized: "We have to think and pose a question to ourselves whether we would remain content with a static curriculum or move towards adaptive curriculums that reflect modern trends." This requires institutions to continuously review programs, integrate emerging technologies, collaborate with industry, and create opportunities for experiential learning. The future belongs to universities that embrace change rather than resist it.

While much of the conversation focused on educators and institutions, the key takeaway was that students were also challenged to take ownership of their learning. Today's learners have access to opportunities that previous generations could only imagine: online certifications, internships, digital badges, industry projects, AI tools, and global learning platforms. Dr. Cheema's advice was simple yet powerful:" Take ownership in your own learning process." Students who actively seek experiences beyond the classroom will be better prepared for the evolving demands of the workforce. Learning is no longer confined to a degree program; it is becoming a lifelong, self-directed journey.

The central lesson from this conversation is clear: higher education cannot afford to wait. Universities must rethink teaching practices, redesign assessments, strengthen industry connections, embrace innovation, and empower students to become active participants in their own development. As Dr. Junaid aptly observed, the AI revolution offers educators a valuable opportunity: "It gives us a moment of reflection to reconsider some of the assumptions which we had made."

The future of education will not be determined by AI and technology alone. It will be shaped by educators willing to evolve, institutions willing to innovate, and students willing to take ownership of their growth. 

The transformation has already begun. The question is whether we are ready to lead it.