Experts warn universities risk irrelevance without AI and lifelong learning

Global education leaders have warned that traditional universities risk becoming obsolete unless they abandon the “degree factory” model in favour of lifelong learning and rapid technological integration.

Speaking at the World Governments Summit, a panel of academic experts argued that the convergence of artificial intelligence (AI), shifting demographics, and a volatile labour market has created a “now or never” moment for higher education.

Ahmed Ali Al Raisi, professor and director of United Arab Emirates University (UAEU), clarified that the sector is not facing a singular crisis, but a “convergence” of existential threats.

“The threat to universities today is not one crisis, but the convergence of technological disruption, demographic change, financial constraints, and shifting expectations,” Al Raisi stated.

He argued that the traditional campus-based model is increasingly misaligned with a world where AI has fundamentally changed how knowledge is accessed. “Universities must change fast, especially with the dramatic technology change,” he added, noting that institutions can no longer rely on heritage to remain relevant.

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The erosion of prestige and trust

Christopher Manfredi, professor, provost and executive vice-president of McGill University, offered a sobering perspective from North America, suggesting that even the world’s most elite institutions are under fire.

“Prestige and history are great assets, but they’re not sufficient for meeting the future,” Manfredi warned.

He pointed to a sharp decline in public confidence, particularly in the United States (US), where the soaring cost of tuition is forcing families to weigh the “return on investment” of a degree. He further noted that the rise of disinformation has undermined the university’s traditional role as a bastion of scientific truth.

The AI threat to professional courses

The panel agreed that AI’s impact has moved far beyond simple concerns regarding classroom cheating. Manfredi suggested that “white-collar” academic disciplines may be more at risk of automation than manual trades.

“The real threat is that AI is going to make some of what we do less relevant,” Manfredi said.

He noted that professions such as architecture and engineering design, which were long considered the “safe” pursuit of university graduates are now highly exposed. This shift is fueling widespread social anxiety as even the well-educated find their skills vulnerable to software.

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From degrees to lifelong learning

To survive, the panel concluded that universities must pivot from being one-time credential providers to becoming permanent “learning hubs.”

“Universities must evolve from degree factories into lifelong learning platforms,” Al Raisi asserted.

He called for a complete overhaul of teaching methods, moving away from habitual memorisation toward project-based learning. His key recommendations include:

Prioritising soft skills: Focusing on critical thinking, ethical judgement, and creativity.

Industry integration: Forming tighter bonds with the private sector to ensure curricula match market needs.

Alumni continuity: Encouraging professionals to return to university throughout their careers to “top up” their skills.

The Nigerian perspective: “Diploma disease” and survival

The summit’s themes resonate deeply within Nigeria, where the dependence on awarding degrees to survive, has come under scrutiny. Abdalla Uba Adamu, professor and former vice-chancellor of the National Open University of Nigeria (NOUN), has warned that Nigerian institutions are suffering from an intensified “diploma disease.”

“Credentials are accumulated not because they guarantee opportunity, but because the absence of credentials almost certainly guarantees marginality,” Adamu observed.

He noted that while a professor’s salary remains stagnant, a “WAEC dropout with a cheap phone, curiosity in AI, and a TikTok account” can often out-earn senior academics, a reality that challenges the traditional value proposition of Nigerian higher education.

Adding to this, Maruf Tunji Alausa, Nigeria’s minister of Education, recently emphasized that the country must move toward a “youth-led, skills-driven” system.

“We are transitioning education from traditional top-down models to a participatory system that empowers learners as co-creators through innovation hubs and digital fluency,” Alausa stated.

Analysts argue that unless Nigerian universities embrace AI and vocational integration, the country risks a “brain drain” of its brightest innovators to foreign markets that prioritise competence over paper qualifications.