高等教育的未来：AI时代下弥合技能差距

Bridging the skills gapin the AI ageEdition III C O N T E N T E X E C U T I V E S U M M A R Y31 .U N D E R S TA N D I N G T H E S K I L L S G A P62 .R E S H A P I N G H I G H E R E D U C AT I O NT O B E N E F I T E V E R Y S T U D E N T1 0C O N C L U S I O N — S K I L L S & S T R U C T U R E SF O R S U C C E S S1 4A P P E N D I X — E X P E R T C O N T R I B U T O R S1 5 SIMON GUYOMARD-NORMANPrincipal, InnovationLondon ANDREW LEEBusiness Analyst, InnovationLondon BEN THURIAUX-ALEMANPartner, InnovationLondon HECTOR CASASPrincipal, Energy, Utilities, and ResourcesRiyadh JONATHAN JEYARATNAMBusiness Analyst, InnovationLondon The authors would like to thank Prof. Brian Beitzel, Dr. J.D. LaRock, Prof. Arnold Pears, Dr. Sven Rogge,Dr. Marcelo Staricoff, and Prof. Dylan Wiliam for their participation in interviews (see Appendix), alongwith Dr. Omar Al-Swailem and Prof. Philip Altbach for their invaluable contributions to the developmentof this report and to project work over the past few years. E X E C U T I V ES U M M A R Y The higher education sector is rapidly transformingto meet the changing needs of various stakeholders,including academics, students, governments, andbusinesses. As funding models evolve, institutionsmust transform their structures and capabilities tothrive. The demands placed on the sector by nationalgovernments are also changing, with a heavy focuson providing a ready supply of necessary skillswhile delivering breakthrough research to driveinnovation, economic benefits, and competitiveness. The rise of AI, new ways of working, pressure on publicbudgets, and a need for breakthrough innovation totackle issues such as decarbonization, climate change,and food scarcity are all impacting the skills that shouldbe fostered within higher education. This report, the third in a series that dates back to2016,1focuses on what these skills are and how highereducation institutions (HEIs) can deliver them in the AIage. It is based on a range of interviews with academicexperts,2combined with Arthur D. Little (ADL) consultingproject experience across the globe. SKILLS IN THE AGE OF AI Chapter 1looks at the skills gap, including how AIimpacts current teaching and learning methods. Itoutlines AI’s benefits to personalized learning andcosts to traditional structures while acknowledgingthat expectations about what higher education shoulddeliver to society and the economy are changing. Thesetrends will provide the catalyst for a wide-reachingreexamination of the learning skills that HEIs encourage,particularly around critical thinking, learning to learn,and ensuring that graduates are workforce-ready. Chapter 2outlines the impact of changing skillsrequirements on the higher education landscape ingeneral and certain institutions in particular. To deliverthe right learning experience to all students and meetnational priorities, governments must ensure thatHEIs have clear, differentiated missions that fit withinsix key archetypes. To ensure they possess the rightbalance of these archetypes, from technical to graduateresearch institutions, countries must reshape fundingand priorities. They must also significantly transformthe higher education landscape to meet the changingrequirements of governments, students, and otherstakeholders and deliver new skills and capabilitiesthatbenefit both individual learners and societyat large. 1 .U N D E R S T A N D I N G T H E S K I L L S G A P AI also impacts the structure of traditionaldegree courses, with essays and final-yeartheses no longer guaranteed to demonstratesubject mastery, raising questions abouttheir role as a sign of achievement. Given thenegatives, it is easy to demonize AI; however, itis important to keep three key considerations inmind. AI’s rise highlights the skills that should betaught and nurtured through higher education,but institutions, governments, and employersmust adopt a broader view of the full range ofcapabilities needed in a rapidly evolving world. AI’S IMPACT Large language models (LLMs) democratizeaccess to knowledge, with generative AItools such as ChatGPT making it easier toresearch and analyze literature. However, thepotential for misuse is clear, including thereplacement of original thought and researchby AI-generated content. AI also still suffersfrom “hallucinations” — outputs are not alwaysfactually correct and can be critically flawed.Consequently, there is an ongoing battle relatedto detecting AI-generated content in studentand academic work. 1. This situation is not new Higher education has faced many technology-related challenges that experts predicted wouldmake it obsolete. The Internet, digitization ofencyclopedias, crowdsourced knowledge, andonline courses all changed higher educationbut did not destroy it (see Figure 1). While thesedevelopments have made accessing knowledgeeasier, AI now adds the potential to generate it— through assignments, coursework, and otheroutputs. GOING BEYONDSHARING KNOWLEDGE “In educatio