By Prof (Dr) Kamal Ghanshala
Three decades ago, when I started a small computer centre in Dehradun with just one computer, technology education in India was still in its infancy. Computers were viewed as specialised tools rather than everyday necessities, and few imagined how profoundly they would reshape society. Today, artificial intelligence is transforming every sector—from healthcare and manufacturing to finance and public administration. The pace of change is far greater than anything we witnessed during the early days of the digital revolution.
This transformation raises an important question: Are our universities evolving quickly enough to prepare students for an AI-driven world?
I believe the answer lies in reimagining the role of higher education. Universities can no longer function merely as places that transmit knowledge. Information has become universally accessible. Students can learn programming, data analytics or even advanced mathematics from online platforms. What cannot be replicated as easily is an environment that nurtures curiosity, critical thinking, collaboration, ethical reasoning and innovation.
The purpose of a university is therefore changing. It must become an innovation hub where students are encouraged not only to acquire knowledge but also to create it.
Artificial intelligence will undoubtedly automate many routine tasks. However, it will simultaneously increase the demand for uniquely human capabilities such as creativity, leadership, interdisciplinary thinking and problem-solving. Graduates who simply memorise concepts may struggle to remain relevant, while those who know how to ask better questions, work across disciplines and adapt to new technologies will continue to thrive.
This shift also requires us to rethink how teaching happens. AI should not be viewed as a replacement for teachers. Instead, it can become an intelligent academic assistant that personalises learning, identifies knowledge gaps, provides instant feedback and enables faculty members to devote more time to mentoring, discussion and research. The teacher’s role will become even more significant—not as a source of information, but as a guide who helps students interpret, question and apply knowledge responsibly.
Research is undergoing an equally significant transformation. AI is accelerating scientific discovery by analysing vast datasets, identifying hidden patterns and reducing the time required for experimentation. Whether in medicine, environmental science, engineering or social sciences, researchers now have tools that can help them solve problems that were previously considered too complex. Universities must therefore create ecosystems where students, researchers and industry collaborate to translate ideas into practical solutions with real societal impact.
Technology is also reshaping university administration. Intelligent systems can simplify admissions, improve student support services, strengthen academic planning and enable data-driven decision-making. When routine administrative work becomes more efficient, institutions can devote greater attention to what truly matters—enhancing learning outcomes, supporting research and improving the overall student experience.
Yet amidst this enthusiasm for technology, we must remain conscious of its ethical dimensions. Artificial intelligence raises important questions about privacy, transparency, fairness and accountability. Universities have a responsibility not only to teach students how to use AI but also how to use it responsibly. Future leaders must understand that technological advancement without ethical judgment can create new challenges even as it solves existing ones.
Equally important is ensuring that the benefits of AI are accessible to all. Technology should reduce educational inequalities rather than widen them. Institutions must continue investing in digital infrastructure, faculty development and inclusive learning opportunities so that students from diverse backgrounds can participate meaningfully in the future economy.
Looking back, the greatest lesson I have learned since beginning my journey in technology education in 1993 is that change is inevitable, but preparedness is a choice. Every technological revolution rewards societies that invest early in education, innovation and talent development.
India stands at an extraordinary moment. With one of the world’s youngest populations and a rapidly expanding digital economy, the country has the opportunity to become a global leader in AI-driven innovation. Universities will play a decisive role in determining whether we merely consume future technologies or actively create them.
The universities that succeed in the coming decades will not necessarily be those with the largest campuses or the most impressive infrastructure. They will be the ones that foster curiosity, encourage experimentation, embrace emerging technologies and inspire students to solve real-world problems.
The future of higher education will not be defined by artificial intelligence alone. It will be defined by how intelligently we prepare people to work alongside it. That, ultimately, is the true mission of a modern university.
The author if this article is Prof (Dr) Kamal Ghanshala, Founder, President of Graphic Era Group of Institutions which includes the NAAC A+ accredited Graphic Era Deemed to be University and Graphic Era Hill University.
DISCLAIMER: The views expressed are solely of the author, and ETEDUCATION does not necessarily subscribe to it. ETEDUCATION will not be responsible for any damage caused to any person or organisation directly or indirectly.
