Words by Stephan Fortier, regional vice-president for the UK and Europe at Instructure
“Education in Europe is preparing young people for the wrong century – for the century their teachers were born in — not for the real needs of today,” said researcher Paul Redmond, generational expert and former director of student experience at the University of Liverpool, during his keynote at CanvasCon Europe in Oslo on 4 November 2025.
It was a line that drew applause from an audience of more than 500 educators and higher education leaders from over 30 European countries – probably not because every institution fits the description, but because many recognise the tension around the statement.
Across the region, many universities are excelling in digital transformation and embracing cultural change at the core of their institutions, adopting AI, data governance and more flexible learning models to fulfil the promise of higher education – a promise many still believe in. Yet significant challenges remain for most institutions.
Challenging the myth of graduate regret
In August 2025, a report from HEPI and the Policy Institute at King’s College London found that the public overestimates graduate dissatisfaction. For example, people guess that 40 per cent of graduates wouldn’t go to university if they could choose again, when the actual proportion who say this is only eight per cent. The public guess that 49 per cent of people think a university education isn’t worth the time and money it usually takes, but only 31 per cent of people really hold this view.
Students themselves are more positive. A YouGov survey commissioned by Instructure in April 2025 found that 76 per cent of UK university students agree that earning a traditional university degree is a worthwhile investment of their time, even as 56 per cent say they’ve questioned its value. Their biggest worry post-graduation is securing employment (39 per cent), while just five per cent name being able to pay back student debt as the greatest worry.
What do students need?
One of the strongest signals from students and employers alike is the need for programmes to be closely aligned with the real needs of the world of work, a world that is changing rapidly as AI continues to evolve. This not only means preparing students to succeed in roles that may not exist when they enrol but also equipping them with skills that AI cannot replace, such as critical thinking, ethical judgement, communication and the ability to work across disciplines and cultures.
Aligning students’ needs with employers’ expectations requires universities to make better use of learning technologies. In the era of AI, this includes virtual learning environments that can securely connect to AI tools chosen by the institution and give staff meaningful insight into how students are engaging with their studies.
While AI will not solve all of the structural challenges in higher education, it can help connect data from multiple systems to show how students are interacting with their modules, which courses are generating the highest engagement and where students may be struggling. Used well, these insights can help educators and instructional designers create engaging and industry-aligned courses and support the design of personalised learning pathways.
But if AI is truly going to elevate the student experience and drive institutional efficiency, universities need to move beyond adopting isolated AI tools. Real transformation comes when institutions create the right conditions for AI agents to work together across the entire learning ecosystem – streamlining workflows, reducing administrative burdens and giving educators time to focus on meaningful, high-impact teaching. Data must be handled responsibly and not leveraged for external model training, and staff should always retain professional judgement rather than outsourcing decisions to dashboards.
What do students want?
Students still have big expectations of what going to university will do for them. According to the same YouGov survey, nearly three-quarters (71 per cent) believe they will have access to greater job opportunities because they graduated from university, while 54 per cent think they will earn more money because of it. Over half (58 per cent) anticipate a higher quality of life as a result of their studies.
Nonetheless, the pursuit of a university education continues to pose substantial challenges for many students: 71 per cent say living costs and 71 per cent say lack of work-life balance during university are likely to affect their mental health; 59 per cent say having a job alongside studies is likely to affect it as well. On the other hand, 61 per cent agree that having flexible learning options such as self-paced modules and hybrid schedules would positively impact their mental health.
Working alongside their studies has become a necessity for many students. According to HEPI’s Student Academic Experience Survey 2025, the number of university students with jobs has soared in the past 10 years, from 35 per cent in 2015 to 68 per cent in 2025.
Students are not only learning and acquiring skills in the classroom. They are also building experience and competencies through paid work, caring responsibilities, volunteering and other activities. Recognising these experiences and competencies is one of the biggest challenges in fostering a culture of lifelong learning that supports students’ employability.
Student mobility and employability
To maintain their value and fulfil the degree promise, universities have a responsibility to demonstrate that the teaching and academic credentials they provide are both credible and meaningful for the labour market. That means thinking beyond only what is taught and investing in how learning is assessed, recognised and shared.
It has never been more important to use the right technology to make credentials more portable, putting learners in control of their certificates and allowing them to carry verifiable proof of their skills wherever they go. Student mobility – between institutions, sectors and countries – will be critical to increase opportunities for employability.
The higher education sector is still some way from closing the gap between what students expect and what universities can deliver. Institutions that modernise their virtual learning environments and take AI seriously – both its opportunities and its risks – will be better positioned to meet changing needs. Those that also embrace flexible provision, offer shorter credentials, align closely with employers, and adopt credentialing technologies that are fully interoperable with emerging technical and policy standards will be best placed to fulfil the promise of the university and remain relevant in an era of multigenerational classrooms.
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