Intro

What does learning look like when technology shifts faster than most university systems can adapt? That question shaped my conversation with Rob Telfer, who leads education strategy for D2L across Europe, the Middle East, and Africa.

Rob returned to the show with a clear view of how AI is transforming higher education and why so many institutions are struggling to keep pace with expectations from students, employers, and society.

Rob opened by laying out the reality universities face today. Financial strain, fluctuating enrolment, employer demands changing at speed, and a generation of learners preparing for roles that may not even exist yet. Against that backdrop, he described AI as the biggest catalyst the sector has seen in decades and explained how it has already reshaped academic policy, assessment models, and daily teaching practice.

We explored practical examples of where AI is already creating meaningful change. Rob shared how D2L is helping institutions introduce adaptive learning, on demand student support, and content creation tools that reduce the pressure on educators. These are not speculative ideas. They are used by universities serving tens of thousands of learners, improving accessibility, easing workloads, and giving students faster, more personal support.

The conversation moved to employability, a worry at the centre of almost every higher education debate. Rob explained how curriculum design needs to shift from theory first to skill first, and how deeper collaboration between academia and industry can help close widening gaps. He described why AI should be woven through the learning experience rather than bolted on at the end, and how that alignment can shape graduates who are confident with the tools they will soon use in the workplace.

A striking theme came from the mismatch between student behaviour and institutional policy. Many students use AI daily, even where guidance is unclear or restrictive. Rob argued that ignoring the reality only pushes students into the shadows. Universities that teach responsible use, clear evaluation methods, and prompt literacy will better prepare their learners for the world they are about to enter.

We ended by looking ahead to 2026. Rob believes the institutions that thrive will be the ones that act with intent, create clear AI policies, invest in meaningful technology, and keep human connection at the centre of learning. Those that resist or delay may find themselves struggling to compete in a sector where expectations rise quickly and alternatives for learners continue to grow.

If you work in education or care about the future of learning, Rob's insights offer a candid, practical view of what must change. Which of his observations resonates most with your own experience, and how should universities evolve from here? I would love to hear your thoughts.

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