Graduates who learned alongside generative AI will be fluent in its outputs.
They will speak its language and think in its patterns.
But they might just become indistinguishable from one another.
This is one of the risks we cannot measure yet: sameness.
www.linkedin.com/posts/jeppes...
Image: North Park University
Who owns generative AI in your institution?
IT makes it infrastructure. Faculty makes it pedagogy. But librarians - information experts versed in epistemology - may be the most underestimated piece of the puzzle.
Cross-functional ownership is hard but beats single-department ownership every time
âIf AI consistently produced garbage, students could ignore it. If it consistently produced excellence, they could learn to use it appropriately. Instead, students have no way to predict which interaction will be reliable, which means every interaction requires an exhaustive verification process.â
Critical thinking is a key component of learning, but this is not what's happening here.
The technology fundamentally mismatches the epistemological demands it creates with the capabilities of its primary educational users.
New piece:
jeppestricker.substack.com/p/the-exhaus...
Den nĂŠste journalist, ekspert eller meningsdanner der bruger udtrykket âkravle ned fra trĂŠetâ burde straks kravle op i et trĂŠ og blive der, indtil man af egen drift kan finde pĂ„ en mindre slidt metafor.
PĂ„ opfordring fra IngeniĂžren har jeg skrevet lidt om organisatorisk teknologiafhĂŠngighed i den danske uddannelsessektor.
Danske uddannelsesinstitutioner bĂžr spĂžrge sig selv:
Hvem kontrollerer egentlig vores digitale infrastruktur?
LĂŠs artiklen her:
www.version2.dk/holdning/vi-...
đŹ
Why do we trade structural harms for individual convenience with generative AI?
We pursue âproductivity gainsâ over IP theft, labor exploitation, environmental damage, and power consolidation.
Why are we treating this as reasonable rather than asking who benefits from framing it this way?
AI policies and enforcement are largely just theater.
Ironically, the real issue is hiding in plain sight: We have no idea what learning looks like anymore.
We won't know until we articulate what we actually value.
Only then can we begin to talk about AI implementation in higher education.
In 2026, higher ed institutions have an opportunity to lead by building AI adoption frameworks that donât compromise on transparency, security, or ethical rigor.
Organizations that can demonstrate robust ethical frameworks wonât just be ticking compliance boxes - theyâll be trusted.
Enig. Hele uddannelsessystemet bĂžr ideelt set tĂŠnkes i sammenhĂŠng, men det er overordentligt svĂŠrt i praksis.
Danmark Skifter er et fremragende initiativ.
Jeg tror imidlertid ogsĂ„, at vi har behov for et initiativ mĂ„lrettet erhverv (âDanmark Skifter Erhvervâ), da der er brug for Ăžget opmĂŠrksomhed i forhold til de logikker, vi temmelig blindt og naivt stadigvĂŠk lader os styre af.
danmarkskifter.dk
Enhver dansk uddannelsesinstitution bÞr tÊnke sig godt om i forhold til de tvangsÊgteskaber, man for lÊngst har indgÄet med Microsoft:
radar.dk/holdning/men...
The habits students form with generative AI now will likely last a lifetime.
Weâre not just debating assignment design or academic integrity policies. Weâre shaping how people will think and solve problems for the next 40 years.
That should give us pause.
jeppestricker.substack.com/p/7-points-o...
Screenshot of the headline from https://www.unesco.org/en/articles/disappearance-unclear-question
For years, I taught research writing and helped students refine research questions-- a messy, uncomfortable, often slow process. How is AI reshaping the questions we ask?
A pleasure to explore this topic with @jeppestricker.bsky.social for @unesco.org Ideas Lab www.unesco.org/en/articles/...
In our new piece for UNESCO, @victoriajane.bsky.social and I explore unclear questions in higher education.
In educational systems primarily built for output, the danger isnât only that we stop thinking.
Itâs also that we may forget how to begin at all.
www.unesco.org/en/articles/...
"AI will, and should, have a place in higher education. But that place cannot be uncritical adoption, nor can it be framed purely in terms of productivity gains." I wanted to quote 75% of this article so just read the whole thing:
open.substack.com/pub/jeppestr...
First edition of edAI Brief out now. Get up to speed in under 2 minutes.
edaibrief.substack.com/p/top-picks-...
Do you know how to lead generative AI implementation in your higher education institution?
After two years of advising institutional leaders and delivering workshops, I've written a post with 15 tips that tend to be helpful to leaders.
Check it out here: jeppestricker.substack.com/p/leadership...
Generative AI quietly reshapes how students think, learn, and collaborate.
Yet most of the conversation remains silent on these issues.
Check out the full piece here
jeppestricker.substack.com/p/the-silent...
7 red flags in AI and education:
-Over-reliance on AI for grading
-Chatbots dominating learning
-Endless AI prompt repositories
-Relying on AI for critical thinking
-Big tech educational strategies
-Assuming all education is scalable
-Blind faith in "tech solves all" evangelists
Stay critical!
âThis is one of the most refreshing, enjoyable takes on leadership I have read for years. It is funny and wise, and had me laughing at myself in enthusiastic agreement (and
embarrassment) with all of it.â - one reader said.
Check out the piece here đ€
jeppestricker.substack.com/p/unsolicite...
Higher education leadership - look at generative Al this way:
Teachers, students, admin staff and stakeholders are all paying attention now.
This is the moment to reinvent fundamental structures in teaching and assessment.
It doesn't get any better than this.
Capitalize.
Is EdTech as we know it becoming obsolete?
The most successful "edtech" might not be educational technology at all, but rather the innovative application of universal tools by those who understand education best - educators.
jeppestricker.substack.com/p/how-genera...
Generative AI promises to make education more productive. To smooth out the bumps. To make learning "efficient."
The problem, of course, is that friction and processes in learning aren't inefficiencies, but the essence.
jeppestricker.substack.com/p/the-price-...
When we talk about critical thinking in education, what do we actually mean?
jeppestricker.substack.com/p/critical-t...
Students can use generative AI to cheat. But more importantly, the technology can also train them not to think.
The real test of AI literacy will be whether students can maintain their drive to think for themselves in a world of cognitive shortcuts.
The future of education began two years ago.