The development reflects a broader change in the relationship between AI and higher education. AI is no longer being treated solely as a specialist field for computer science students. Students studying other disciplines are increasingly recognising that AI will influence the professions they are preparing to enter. As such, universities may increasingly need to produce graduates who understand how AI interacts with their particular discipline, profession and future workplac

This article is another example of how Universities are taking different approaches to addressing the challenges of AI and how to incorporate it into the educating of their students. In the past couple of years, there seems to be a clear realisation that AI literacy will be an essential part of students education As an example, in June this year the University of Leicester in the UK announced plans to provide all students and staff with access to MS 365 Copilot.

This article examines how Chinese universities are undertaking one of the largest curriculum transformations in recent years to better align their higher education with the country's AI ambitions. Chinese universities are introducing new programmes in artificial intelligence, robotics, semiconductors and other strategic technologies, while reducing or discontinuing courses that are considered less aligned with future workforce demands. The reforms form part of China's wider

The University of the Free State (UFS) in South Africa has announced that it will discontinue the use of AI detection software across all faculties from 1 July 2026, citing growing concerns about the reliability, fairness, and transparency of AI detection tools. While plagiarism similarity checking will continue, AI detection functionality will be removed. Instead, the university is encouraging academics to redesign assessments that emphasise critical thinking, originality a

This article explores how different academic disciplines are experiencing the impact of AI in different ways, with a particular focus on educators in the humanities. Through candid interviews with twelve professors, it offers an honest and thought-provoking insight into their concerns about how AI is changing teaching, learning, and the development of essential academic skills. Their reflections make this a compelling and worthwhile read.