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Drafting and selecting programs for the advanced corporate graduates in the changing global circumstances is closely connected to the transforming digital knowledge; the latter includes already existing varied AI’s applications. Hence, the future of education providers is grounded in perspective training adaptation to contemporary challenges, market and value chains disruptions. The main outcome lies in sufficient integrating of corporate realities and applying “new learning” into academic programs: modern business’ skills can be taught by AIs much faster and more accurately.
Background
The education providers around the world are fundamentally immersed in the global digital transformations, in great extent powered by artificial intelligence applications. Both the educators and students are guided through Microsoft’s Copilot, Google’s predictive search, Grammarly’s real-time editing, and/or numerous available “sectoral algorithms”. Thus, the AIs assist the corporate-like education as a co-thinking instructor in training environment.
For example, James Yoonil Auh specifies (holding a chair of computing and communications engineering at KyungHee Cyber University in South Korea) the new reality in modern education is the so-called augmented mind (or co-creative cognitive assistant) as “a vivid and real-time example of dynamic interplay between human consciousness and machine intelligence, where cognition is no longer bounded by the brain but distributed across digital and biological systems”. He adds further that the process is already transforming the ways students write essays, conduct research, solve problems and communicate ideas. Hence, the students “are not merely using new tools, they are developing new cognitive habits.”
Much of “foundational codes” in learning can be generated instantly with the help of AI’s generative tools such as GitHub Copilot, which suggest entire code blocks in real time. The role of the student is no longer about learning how to write code from scratch, but learning how to read, adapt and critically assess code generated by machines.
He also notes that cognitive functions in education policy (such as memory, reasoning, decision-making and language production, etc.) are increasingly co-shaped through continuous interaction with algorithmic agents.
Citation from: https://www.universityworldnews.com/post.php?story=20250328094355548
More on GitHub Copilot in: https://github.com/features/copilot
Other experts postulate that “many university graduates are not fully equipped to navigate the complexities of the real world: employers frequently highlight a gap between academic training and the practical skills required to thrive in today’s business landscape”. And it is definitely true: existing education providers deliver valuable and strong theoretical business-like knowledge; however, graduates often inapt to fruitfully applying acquired knowledge to the dynamic and innovation-driven industrial development. Besides, the main share of present corporate involvement is oriented to enlarging service sectors.
Additionally, e.g. James Yoonil Auh poses a number of quite interesting and profound pedagogical questions for educators: “How should we design assessments in an era when students collaborate with algorithms? What does it mean to teach critical thinking when reasoning itself is partially outsourced? And how can we cultivate intellectual agency when cognition is shared between the student and the system?
Reference and source: https://www.universityworldnews.com/post.php?story=20250328074143377&utm_source=newsletter&utm_medium=email&utm_campaign=SDGNL9027
Some basic research on the issue
Already in the seminal 1962 report called “Augmenting Human Intellect”, Douglas Engelbart envisioned computers not merely as calculators but as extensions of the human mind: i.e. as tools designed to amplify problem-solving and comprehension.
Source: https://www.dougengelbart.org/pubs/papers/scanned/Doug_Engelbart-AugmentingHumanIntellect.pdf
Decades later, philosophers Andy Clark and David Chalmers deepened this vision in their influential 1998 essay, “The Extended Mind”, arguing that tools such as notebooks, calculators or digital devices could become functional parts of the human cognitive apparatus when they are reliably integrated into various mental processes.
More in: https://www.alice.id.tue.nl/references/clark-chalmers-1998.pdf
This trajectory was further extended in the early 2000s by futurist Ray Kurzweil who, in “The Singularity is Near” in 2005 imagined a future of human-machine symbiosis: one in which the lines between biological and artificial cognition would increasingly blur through neural integration and algorithmic co-evolution. He has been a leading developer in artificial intelligence for more than six decades, longer than any other living person. The book was hailed by numerous experts: e.g. by Bill Gates in The Boston Globe as “the best work predicting the future of artificial intelligence, which presents an “elaborate, smart, and persuasive” view of the future course of human development.
Reference to: https://www.penguinrandomhouse.com/books/291221/the-singularity-is-near-by-ray-kurzweil/
Increasing AI roles in business tutoring
The integration of emerging technologies: such as artificial intelligence, automation and data analytics are transforming both knowledge and corporate spheres/industries at an unprecedented pace. While many business programs are actively dealing with numerous vital corporate topics, some educators treat them as elective rather than core components of business education. However, graduates proficient in AI-powered analytics, automation tools and digital strategy may have a competitive edge. Some examples can be mentioned:
= AI-driven learning and personalized education. Some institutions are already integrating AI-powered simulations and digital learning tools to allow students to test decision-making. Similarly, personalized adaptive learning technologies tailor coursework to individual students’ strengths, helping them build specific competencies relevant to their career goals.
= Hybrid and experiential learning models. Traditional lecture-based learning is increasingly complemented by hybrid and experiential models, including interactive workshops, business simulations and executive training labs.
= As industries continue to evolve, business schools must stay ahead of key trends involving AI and data-driven decision-making as core competencies. Artificial intelligence is now integral to corporate strategy; hence, graduates with strong data analytics, predictive modeling and AI-driven insights skills will be well-positioned for leadership roles.
Enhancing corporate productivity with OpenAI models
Presently evolving OpenAI’s models can facilitate businesses and products/services competences as well as enable employees in “automating” daily operations. Business operations concerning production capabilities can be easily facilitated by the industry-leading AI through the OpenAI models.
Among industry-leading digital products and secure solutions for almost all corporate entities there are the following OpenAI models:
= a) For example, ChatGPT suggests quick to implement and customer’s designed solutions for numerous corporate tasks backed by enhanced security, data privacy and administrative control. Assigning some corporate issues directly to ChatGPT is positive in solving complicated tasks: the ChatGPT finds and synthesizes large amounts of information to create fully cited reports by saving working hours.
Source: https://openai.com/chatgpt/team/
= b) ChatGPT can enhance the enterprise-grade security and privacy with the presently most powerful digital solution; thus, it can redefine corporate work in the age of AI. For example, Match Group is the global leader in online dating with a portfolio of products including Tinder, Hinge, and OkCupid. These models are incorporating new AI solutions into corporate products and internal operations, thus, making the ChatGPT Enterprise’s clients more creative and successful.
Match Group began to explore integrating OpenAI’s API to build new products and features, such as helping users create deeper, more authentic profiles with less effort. At the same time, they moved quickly to adopt ChatGPT Enterprise and roll it out to thousands of employees.
According to the Harvard Business School (Working Paper, No. 24-013, September 2023; in https://www.hbs.edu/faculty/Pages/item.aspx?num=64700), using AI were significantly more productive by completing over 12 percent more tasks on average, and completed tasks 25 percent more quickly; besides, AI-users managed to produce significantly higher quality results (more than 40% higher quality compared to a control group).
More in: https://openai.com/index/match-group/
= c) Among most powerful platform for building AI for corporate-oriented products are: – OpenAI o1, a frontier “reasoning model” that supports tools, Structured Outputs, and vision; – OpenAI o3-mini, a cost-efficient reasoning model which is optimized for coding, math, science and supports tools for “Structured Outputs”.
More in: https://openai.com/api/
Additionally on image generation in: https://openai.com/index/introducing-4o-image-generation/
Note. The article was inspired by the opinion of Dr. Nermeen Mustafa, an academic professional with over two decades of experience in UK higher education, specializing in program accreditation, curriculum development and industry engagement. His and other researchers’ vision on AI has been published in a recent edition of the University World News. Main source: https://www.universityworldnews.com/page.php?page=UW_Main.