Navigating Higher Education in a Technology-Driven Era

By Xavier Savarimuthu, SJ

Balancing Tradition and Modernity:

In today’s fast-paced world, society is rapidly embracing technology, standing at the brink of significant change. This transformation, driven by an ever-advancing digital age, brings both opportunities and challenges, particularly within the realm of higher education.

As education tumbles into a vortex of digital facades, AI-driven shortcuts, and fractured values, we must ask: Is this the progress we envisioned? Don’t we need to explore fading virtues and the descent from holistic development to mere certification in the field of higher education?

As an educator and administrator with years of experience in higher education, I’ve come to view the current educational landscape as one marked by turbulence and transition. Engaging with youth is as inspiring as it is challenging. The rewards of nurturing young minds are immense, but they come with trials that continually demand adaptive strategies, empathy and compassion.

For centuries, the Jesuit tradition has been synonymous with quality education, rooted in values and ethics. As a part of this legacy, we focus on Cura Personalis, or ‘caring for the whole person.’ The goal of Jesuit education has always been holistic development, aimed at nurturing minds and encouraging students to contribute positively to society. This core philosophy becomes particularly critical in a technology-driven era, where students are as susceptible to confusion as they are to curiosity.

COVID 19: A watershed moment

The COVID-19 pandemic was a transformative period for education, ushering in what could be considered a watershed moment. With lockdowns in place, the world struggled to adapt to living confined to a room or your home. Education, however, rose to the occasion, pivoting to online platforms like Zoom, Microsoft Teams, and Google Meet. This swift digital adaptation allowed students to continue learning despite the constraints of isolation. Yet, the transition wasn’t without issues. Educators transformed their homes into virtual classrooms, working harder than ever to deliver lessons through screens.

On the other end, students faced challenges of their own- being isolated in their rooms, glued to screens for hours on end, often resulting in burnout, mental health issues, and a decline in social skills. Once the immediate threat of the pandemic receded, the impact lingered. Enticing students to return to in-person classes became a formidable task.

Comfortable with the convenience of virtual learning, students now resisted the structure and discipline required in a physical academic environment. The very nature of education had changed, and so had students’ expectations.

Today’s students are tech-savvy and more inclined to find answers with a quick online search or the assistance of AI than to dive into books or seek guidance from teachers.

Artificial Intelligence (AI): The Digital Dilemma of Modern Learning

Technology has certainly opened doors for convenience, accessibility, and innovation in education. But it has also introduced new challenges. Today’s students are tech-savvy and more inclined to find answers with a quick online search or the assistance of AI than to dive into books or seek guidance from teachers. While artificial intelligence (AI) presents exciting possibilities, it also fosters a dependency that stifles curiosity and undermines learning. With AI tools at their disposal, students are more likely to rely on technology for assignments, reducing originality and paving the way for rising issues like plagiarism.

At the same time, educators struggle to keep pace with their digitally savvy students, often feeling outmatched by the rapid advances in technology. Engaging students meaningfully in the class room has become a complex task, as educators balance digital engagement with traditional learning methods, striving to maintain student interest amidst constant digital distractions.

Challenges introduced by NEP 2020

The implementation of India’s National Education Policy (NEP) 2020 has also brought significant changes to higher education. While NEP 2020 has commendable goals –like promoting experiential learning, enhancing soft skills, and encouraging skill-based courses – it also brings challenges. The shift to a four-year undergraduate program from the traditional three-year model has dampened enthusiasm among some students. Requirements for internships, research, and skill enhancement courses are valuable but demand commitment and engagement, which is not always easy to cultivate in students accustomed to remote, passive learning environments.

NEP’s call for holistic education pushes students out of their comfort zones and encourages them to confront real-world challenges. However, this transformation also reveals an unexpected downside: a lack of commitment is becoming more noticeable as students struggle to adjust to the demands of rigorous, experiential learning.

Compassion to Competition:

Today, accreditation systems push Higher Education Institutions to focus heavily on grades and performance metrics. This focus, while intended to maintain standards, risks stripping institutions of compassion and the humane aspects that make education meaningful. In many cases, this pressure affects faculty members as well, who feel compelled to publish research frequently in order to to meet Career Advancement Scheme (CAS) requirements. The drive to publish for career progression sometimes comes at the cost of genuine intellectual curiosity and societal relevance. Research, ideally aimed at solving societal issues, too often becomes just another metric in a checklist, diminishing the focus on societal impact and innovation.

The Conundrum of Indian Knowledge Systems: 

In recent years, we have seen an increased focus on “Indian Knowledge Systems,” which aims to incorporate traditional practices like Sanskrit, Vedic Mathematics, and even astrology into the curriculum. While there is value in cultural and historical awareness, the imposition of such subjects as a compulsory part of education can feel restrictive. The risk is polarizing an already diverse educational community. Education, at its best, should foster inclusivity, critical thinking, and unity. When implemented with needless rigidity, this emphasis of Indian Knowledge Systems can alienate students and distract from the broader goals of universal education.

Guiding Tomorrow’s Minds: The Road Ahead

The journey of education, especially in a technology-driven world, is one that requires continuous adaptation. As we look to the future, it’s essential to balance the positive and negative aspects of this transformation. Holistic education, grounded in ethics and values, remains a vital goal. This means creating an environment where students are encouraged to step out of their comfort zones, develop critical thinking skills, and engage in a learning process that goes beyond mere academics.

Reclaiming Education’s True Purpose

We must also remember that education is not only about imparting knowledge but about shaping future leaders, thinkers, and change-makers. In the Jesuit tradition, we strive for “Magis” or “the more” and do everything for the “Greater Glory of God.” Our aim is not just to educate but to transform, to instill a sense of purpose and commitment in each student that goes beyond personal gain.

When implemented with needless rigidity, this emphasis of Indian Knowledge Systems can alienate students and distract from the broader goals of universal education.

As educators, administrators, and mentors, we have a responsibility to offer students a learning experience that is as enriching as it is challenging. We strive to keep the human touch alive, recognizing the classroom as a sacred space where students can grow, explore, and evolve. Despite the allure of technology, the role of personal interaction, compassion, and ethical guidance remains irreplaceable. In this way, we can ensure that our students not only excel academically but are equipped to “Set the World on Fire,” armed with knowledge, values, and the desire to make a positive impact on society.

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