What if academics became students again?
Could academics learn alongside students? Reflections from a European seminar on AI in higher education explore a bold approach to building AI capability and innovation.
Reflections from the Coimbra Group 7th High-level Seminar on Education Policy in Kraków from Professor Chrissi Nerantzi.
On the 3-4 November 2026 the ICC and I, as a member of the Education Innovation Working Group, had the opportunity to participate in the Coimbra Group 7th High-level Seminar on Education Policy, hosted by Jagiellonian University in Kraków. Bringing together university leaders, educators, students and policy stakeholders from across Europe, the seminar explored the theme Teaching and Learning in the Age of AI: Perspectives from Students and Educators. The event focused on the opportunities and challenges artificial intelligence presents for higher education, including curriculum design, assessment, academic integrity, AI literacy and the future role of universities.
The AI Strategy presented by Professor Dr Beatrix Busse (Vice-Rector for Student Affairs and Teaching at the University of Cologne and Vice Chair of the Coimbra Group Executive Board) during her contribution with Ingo Kleiber (Senior Expert for Digital Education and Educational Technology from the same university) stood out for me. This AI strategy (Busse & Kleiber, 2026) was co-designed with 600 staff and students, is values-driven and based on principles. It made me wonder what we can learn from this work and implementation in relation to the Project Roundabout. Something we will explore within the ICC. Their institutional motto “Embrace AI with critical enthusiasm” sends a strong message to their university’s community. Something that others could also consider.
The event also created space for student voices. I was delighted that one of our very own PGRs, Mark Grattan, had the opportunity to join us. I am so proud of Mark! Through the World Café activities, organised by the Education Innovation Working Group, students shared their experiences of using AI in their studies, and offered valuable insights on how these technologies are shaping study and assessment practices, relationships and expectations. The working group will present a report based on the World Café and share it among Coimbra Group universities.
As I listened with great interest, I kept thinking about how we can help academics and students at the same time to build AI capabilities through joint-up learning and development. Could this be valid option?
As academics, we expect from our students to wrestle with uncertainty, persevere through confusion, deal with discomfort and learn through struggle and frictions. To get things wrong, learn from mistakes and also be resourceful, curious and experience excitement and eureka moments when learning happens.
What if academics became students too? Yes, real students! Here is the idea! Academics get access to register on any module or programme of their choice in their institution. A module and/or programme in which AI is used as part of the curriculum. A module or programme in which academics learn with students. A module or programme where academics have the opportunity to experience what it really feels like to be a student as well as entangled learning with AI and peers (Dron, 2026). Such an experience would allow academics to experience first-hand the opportunities and frustrations their own students encounter, reflect on the experience, develop AI-capabilities and re-think their own practice, identify curriculum implications and opportunities. Are universities willing to open-up their academic portfolio to their own staff? Are universities willing to invest in their staff in this way? Some do is already, which is encouraging.
Could academics become students again? Discover how the Imaginative Curriculum Centre (ICC) is exploring new approaches to learning, teaching and AI-enabled education.
