Harnessing the Large Language Models of AI to Embed Skills in University Courses

AICurriculum DesignSkills
Written By Richard Knapp

‘The brutal reality is that education isn’t exciting, engaging or relevant for far too many students.’

[Brandon Busteed]

This statement from Brandon Busteed’s Forbes article in response to a Strada-Gallup survey of American Education may raise questions for Higher Education across the world.

https://www.forbes.com/sites/brandonbusteed/2024/02/21/the-growing-discontent-with-american-education/amp/:

 

Only 26 percent of working U.S. adults with college experience strongly agree that their education is relevant to their work and day-to-day life.

Consumer ratings of relevance are more powerful predictors of quality and value than demographic characteristics of individuals, their fields of study and their levels of education.[i]

 

The Strada-Gallup survey questioned over 100,000 individuals and highlights the elevated levels of dissatisfaction concerning the relevance of higher education courses in the US:

 

When asking students, parents or employers, we are more likely to hear descriptors such as ‘boring,’ ‘outdated,’ and ‘disconnected from the real world.’ Indeed, only 26% of U.S. adults who have experienced higher education strongly agree their coursework is relevant to their work and day-to-day life.[ii] 

 

Current degree courses are usually designed to run for five or more years and were developed within academic frameworks that are focused on subject studies knowledge and conventional assessment methods which are often far removed from the career experiences of graduates:

 

One of the many outcomes of students who find little excitement or relevance in what they are learning is not just declining attendance but also employers of all shapes and sizes who say they can’t find the talent they are looking for. With nearly 10 million open jobs in the U.S. and a mere 11% of business leaders strongly agreeing graduates are well-prepared for work, we cannot afford to have an education discontent crisis.[iii]

 

Future Horizons Education has been created by experienced HE professionals who understand and recognise the need for a more dynamic approach to higher education course development. [https://www.futurehorizonseducation.com/fhe-blogs/less-stem-more-steam].

Universities need to develop future programmes that help students to achieve their maximum potential both in their studies and chosen life pathways after graduation.

AI-based tools could  support academics and students to work together to craft programmes that are responsive to a student’s skillsets and aspirations alongside analysis of current and future trends in the workplace.

By anticipating the future impacts of innovative research and development activity as well as the areas of focus for investment, AI could assist academics in creating course content that focuses on the skills that graduates will need to adapt to a changing world.

As the writers of the Strada-Gallup report state:

If we are committed to being student-centered, opportunities quickly emerge and point to clear actions for higher education leaders, policymakers, employers and partner organizations,

Our goal is not to admire the problem, but to leverage these insights to enhance higher education’s relevance and value as a means to help each student succeed in education, work and life.[iv]

 

It would be of value for all those working in Higher Education to read this Strada-Gallup report and share the vision we have at Future Horizons Education for an approach that emphasizes the development of a real-world relevant education. Leveraging AI tools will enable students to develop the skills that are important for future success whilst also harnessing the insights of alumni and employers who know what will be facing these students after they graduate.

Those exploring the requirement for lifelong learning and constant upskilling for the future workforce argue there is an opportunity for the AI Large Learning Models (LLMs) to support the development of relevant curriculum in response to emerging workplace trends:

 

Creating a culture of life-long learning extends beyond individual endeavors. It requires a collective effort from educational institutions, employers, policymakers, and the learners themselves. Incorporating LLMs into learning ecosystems, from formal education programs to workplace training initiatives, can play a significant role in fostering this culture. By integrating LLMs into these environments, we can create learning opportunities that are more accessible, engaging, and aligned with the needs of today's learners.[v]

 

The education sector can harness tailored LLMs to identify the skills gaps in each relevant sector and anticipate the growing employment trends over future years. Universities and colleges can use these integrated AI tools to anticipate the training that individuals will need to upskill their existing career pathways and develop the skills needed to pivot in new directions.

At Future Horizons Education, we are developing tools to help Universities create courses that anticipate the career and graduate skills market of the future and respond to feedback from students, alumni, employers, and other vital sources of data to integrate innovative approaches into University programmes.

We are working with Universities to create tools that will support the higher education sector to ensure career and life-relevant programmes for all alongside opportunities for new skills enhancement across an individual’s whole working life.

Working together with the sector we believe we can change the perception of University programmes and make them highly relevant for the future workplace and wider world.

 

Richard Knapp
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