Andragogy for Impact (AnfI) 2026

Higher education and adult learning are being challenged by pervasive new technology as never before. We are starting to see how generative AI demands changes to the curriculum, to assessment and to the relations between teachers and learners. Learners have at their fingertips a resource that can not only substantially enhance their learning, but simultaneously lead them to avoid learning altogether. While there have been many responses to the problems that have arisen, many have been naïve and simplistic. Mostly, they failed to acknowledge the substance of the challenges that now need to be confronted. The initial focus on this started with assessment and feedback; the more substantial implications for the curriculum and what we expect students to be able to do and under what circumstances has been deferred in many places. The theme of the presentation will be on how the widespread availability of genAI changes the ways we think about courses and learning. The challenge we face is both immediate and ongoing. We know some implications now, but we have yet to embrace the magnitude of what we have to confront. How do we teach when students and graduates in the workplace now have access to aids more powerful than we could have dreamed of a few years ago? What do we really need to assess, how do we assess and under what conditions, when all members of society have AI to assist them? What is the role of teachers when cogent, well-expressed explanations of any question are available at any time of the day or night? How can the university position itself to survive in such an environment?

As artificial intelligence continues to transform how we live, work, and learn, the question facing higher education is no longer what students know, but who they are becoming. In a world where knowledge is increasingly accessible and automated, future readiness depends on the development of holistic competencies, integrating skills, values, attitudes, and identity. This keynote introduces the vision and work of the International Holistic Competency Foundation (IHCF) as a global response to this educational shift. Building on research in experiential learning and assessment, the keynote argues that holistic competencies, such as critical thinking, adaptability, collaboration, ethical judgement, and self-management must form the foundation of future-ready education. These competencies are not only essential for employability but are equally critical for navigating complexity, uncertainty, and societal challenges in the AI era. Central to this discussion is how experiential learning provides the context in which holistic competencies are developed authentically through action, reflection, and engagement with real-world challenges. However, without robust frameworks and quality assurance, these competencies risk remaining invisible or undervalued. The IHCF addresses this gap by offering a structured approach to defining, developing, assessing, and recognising holistic competency outcomes across educational contexts. The keynote will explore how institutions can embed a holistic competency foundation into curricula, assessment, and quality assurance systems, moving beyond fragmented approaches towards a coherent, global standard. Ultimately, it calls for a reimagining of education, one that prepares graduates not just to work with AI, but to lead, adapt, and thrive in an increasingly complex world.