Degrees of Connection: How AI Can Bridge the Education Gap – If We Let It

Why responsible optimism must guide AI’s future in European universities

As the entire world watches the development of AI rise to extraordinary heights, the dominating discourse is concerned with how AI will change the very nature of society. From warfare to healthcare, AI is enacting a seismic shift in what we believe is possible and how we go about reaching these possibilities. Higher education is no different. AI is already entering lecture halls across Europe, and chatbots are being utilised by students in almostevery facet of educational life, from lecture notes to emailing professors; it is truly becoming pervasive. While the fears that AI is detrimental to higher education are understandable andwill become a reality without proper care being given to them, it also offers a once-in-ageneration opportunity to bridge the educational gap and bring a new era of democratisedlearning to Europe and beyond.

Existing AI tools have become a force for personalised, equitable educational development,providing educational help and support almost instantly in areas that may be overlooked orundervalued by higher education institutions. AI tools can help students to unlock self-pacedand personalised learning, meaning they can better engage with their studies without feelingleft behind. AI chatbots allow students to gain personalised explanations of concepts andideas in ways that they better understand, meaning they can apply newfound understanding ofsubjects and concepts in essays or exams. With the utilisation of these tools, there is nolonger a need for students to spend hours attempting to glean meaning from pages oftextbooks; they can now instantly understand vital information, boosting their ability to learn efficiently. In addition to this, AI-assisted multilingual translation programmes allow for international students to translate texts and readings into their first language, contributing to a culture in which higher education is accessible for all. Through tools such as this,programmes such as Erasmus become stronger and more appealing, especially to students for whom English is not a dominant language. The mission to ensure that all types of learning aresupported in higher education institutions is greatly enhanced, and a new future of educationis within our grasp, with all students able to benefit.

Higher education is fundamentally a public good, a place where knowledge is not onlypreserved but challenged and opened to all. The ability of AI tools to make learning moreaccessible for all students speaks directly to this founding ideal. Universities were built on the principle of expanding opportunity through knowledge and AI, when implemented equitably,becomes the modern vehicle of that mission, not a replacement for academic integrity, but are inforcement of higher education inclusion. AI can help to overcome a huge roadblock in thelearning of students who suffer from auditory impairments, the understanding of lectures.Tools such as Otter.ai allow for audio to be converted to text, allowing these students toseamlessly understand the information provided to them in lectures, something that was notpreviously possible. For students with visual impairments or who otherwise struggle withreading, the AI revolution has provided a variety of tools that can help to take the burden oflearning away from written texts, increasing the accessibility of key readings and helping tobridge the educational gap. Tools such as Speechify allow for PDFs, articles, and web pages to be uploaded and turned into spoken audio format or simplified versions that include a keybreakdown of the information featured. AI-assisted tools are powering a new age ofeducation in which studying in higher education is far more accessible and open for all, butwe must ensure AI implementation is equitable.

With such fantastic benefits possible, we must ensure that AI tools used in education remainas democratised and open as possible. A large roadblock to this is the lack of guidance givenby higher education institutions on the usage of AI tools. Such a lack of clear guidance canlead to students avoiding the use of AI entirely, fearing that they are violating academicintegrity and, therefore, violating ethical rules. An even more dangerous proposition is thathigher education institutions begin rejecting AI tools altogether, not only would this spur theplentiful benefits that it can bring to students, but it would mean those who do attempt tobridge the educational gap are punished. To ensure that AI is an equitable force for good inhigher education, institutions must embrace it fully. This includes the integration of AI toolsinto learning systems, allowing for greater accessibility for all students and a far moreeffective and efficient learning environment. The introduction of AI literacy lessons into thecurriculum, akin to skills workshops that are already commonplace in universities across Europe, would mean that students gain key insight into how to properly utilise AI tools toassist their learning. Most importantly, higher education institutions must ensure thatwhatever guidance on AI is taken is one that embraces its benefits, and they need to workwith students in order to achieve this. Student representation in university AI committees canensure that students are at the heart of AI-related guidelines. The benefits of AI in highereducation have the potential to change the way we see education for the better, but only ifstudents are prioritised in every decision, ensuring that the implementation is equitable andworks for all.

AI is not a distant future in higher education; it is already here, and already transforming howstudents learn and grow. To ensure this transformation is fair and accessible, universitiesmust act with clarity and intention. If universities embrace AI not with fear, but withoptimism and care, they can help students not only succeed but thrive. The next chapter ofhigher education is being written now, and it must be written with every student in mind.