Education for a changing world: Developing human-centric graduates in the age of AI

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Earlier this month, NUS University Town was abuzz with educators, leaders and policymakers coming together to explore, question and reimagine the future of learning. Held outside Australia for the first time in five years, the Higher Education Research and Development Society of Australasia (HERDSA) 2026 annual conference marked NUS' debut as host. The event was jointly organised with Singapore Management University, Nanyang Technological University, Singapore University of Social Sciences, Singapore University of Technology and Design, Singapore Institute of Technology, University of Newcastle (Singapore), and James Cook University (Singapore).

Held from 6 to 9 July 2026, HERDSA welcomed 1000 participants who explored the theme "Re-envisioning Higher Education for Tomorrow's Learners". Through a variety of keynote sessions, panel discussions and lightning talks, participants discussed approaches to nurture habits of inquiry, judgment and adaptability that empower students to keep learning, in addition to cultivating habits of mind that enable students to use knowledge well.

As technology reshapes how the world lives, works and learns, conversations revolve around maintaining a human-centric approach in higher education amidst these changes. A key highlight was the panel "Re-envisioning Higher Education for Tomorrow's Learners: How Can We Develop Human-Centric, Workforce-Ready Graduates in the AI Era" held on 9 July. Moderated by Dr Misty So-Sum Wai-Cook from NUS' Centre for English Language Communication, HERDSA 2026's co-convenor together with Dr Mark Gan from the Centre for Teaching, Learning, and Technology (CTLT), this session brought together Asia-Pacific higher education leaders and scholars to explore how universities can redefine learning in an AI-enabled world.

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What it means to be human

The panel discussion focused on the importance of "human-centric" learning. Associate Professor Soo Yuen Jien, who leads the pedagogy team at NUS' Artificial Intelligence Centre for Education Technology (AICET), advocated for more experiential learning by incorporating more project work into courses and encouraging more students to do internships or community service.

Assoc Prof Rachel Fitzgerald, Deputy Associate Dean (Academic) from the University of Queensland, called on educators to take a big-picture view of higher education, focused on learning, rather than "small measures of success" such as the ability to complete certain tasks.

"We don't know what the future is going to look like, but we do know the values we want our graduates to have. We want them to be ethical leaders, caring, courageous and good members of our community," she said.

Professor Giovanni Russello, who heads the University of Auckland's School of Computer Science, also cautioned educators against being "hyper-focused" on AI. "There are other technologies coming our way, and it often takes years for the curriculum to catch up. We need to focus on teaching our students how to learn - fundamental knowledge and intellectual curiosity are what is going to differentiate us from the machine."

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The role of the educator

Discussions also addressed the evolving role of educators preparing students in a job market where AI is increasingly replacing entry-level roles. "The bar is higher," observed Assoc Prof Soo, suggesting educators could consider exposing students to more situations that mimic real-world challenges.

He also urged re-evaluating assessment methods. "Rather than focus on detecting if a student has used AI, perhaps educators should ask themselves: What kind of assessment can I design for students who are augmented by AI?"

Even as they support students, educators themselves could benefit from more support in using AI.

Fellow panellist Akriti Sethi, a PhD candidate from Monash University (Malaysia), noted that educators need a safe space to experiment with the technology.

"I've had educators tell me, 'I'd love to create an AI-enabled environment, but I don't know where the line is. When does it go from creating an AI tech-savvy environment to overuse and over-reliance?' Experimentation cannot come out of fear," she added.

Looking to the future

With AI's growing prevalence, human skills are paramount. NUS is committed to fostering environments where students cultivate resilience, as well as collaborative and communication skills. Our evolving educational framework equips students to connect diverse ideas and acquire the skills to thrive in this complex, changing world.