Higher education in the UK appears on the precipice of change. One could, if one were optimistic, describe this as a perfect storm. Better that, than an imperfect one.
Because, with all the challenges posed by fewer student numbers overall, international recruitment challenges, financial predicaments and greater regulatory burden, the entrepreneurial spirit of the sector can be harnessed to ensure universities respond with innovation and bravery. If they so choose.
Let’s be honest. The image of the fresh-faced 18 year-old, moving into halls, living their ‘best years’, is looking increasingly out of touch. Walk into many higher education institutions today and you’ll find something far more intriguing: a parent squeezing in lectures between school runs, a worker studying on a lunch break, a career-changer in their forties who finally decided to back themselves.
These are real students. And for too long, the system hasn’t really been built for them
However, there are opportunities for breathing new life into a system which, whilst not being broken, might be advised to look at how it responds to changing demographics and – to keep the storm analogy going – inclement weather.
Firstly, there is a greater need for universities to provide flexibility. This isn’t just about when someone studies – through, for instance – personalised timetables. It’s about how.
A student juggling real-life responsibilities before they even open a laptop doesn’t just need a more convenient timetable, they need an approach to learning that actually respects their reality
A student juggling real-life responsibilities before they even open a laptop doesn’t just need a more convenient timetable, they need an approach to learning that actually respects their reality. That might mean blended or hybrid delivery, yes, but it also means rethinking what we’re actually teaching and how we’re testing it.
This is where skills – and we know the importance of developing those in any society – must come to the forefront. It’s one thing to know something. It’s another to be able to do something with it. At the International Humanitarian College of London (IHCL), the ACEL model: Adaptive, Chunked, Experiential Learning; is built around exactly this idea.
Learning is ‘chunked’ into manageable pieces, rooted in real-world contexts, and assessed in authentic ways that reflect genuine capability rather than just exam performance. It’s not radical for the sake of it. It just makes sense when your students are already living complicated, wider lives outside the classroom.
Secondly, The Lifelong Learning Entitlement (LLE), coming into effect over the next few years, has the potential to be one of those rare policy moments that could genuinely shift how universities think about themselves.
It opens the door to modular, flexible study meaning people can dip in, build qualifications over time, and fit learning around life rather than the other way around. It also allows for the redesign and rebuild of outdated curricula to allow for deep learning, experiential projects and assessment which is more exploratory and reflective. For institutions willing to be bold, this is less of a challenge and more of an invitation.
Thirdly, there is the elephant in the room. AI.
You’d be forgiven for thinking AI is either going to save higher education or destroy it, depending on which headline you read last. The truth, as usual, is messier and more interesting. Students have been quietly teaching themselves via YouTube, forums and podcasts for years. The lecture hall was never the only place learning happened. AI has simply made that more visible and more powerful.
But what does that mean for universities today? Well, if your primary value proposition is delivering content, information, facts, frameworks and theories; then yes, you should be worried. Because that content is increasingly available for free, on demand, whenever a student actually needs it.
But if a higher education institution’s value lies in human interactions, the mentorship, the challenge, the sense of belonging, someone actually noticing when a student is struggling, then the picture looks very different. The institutions that will thrive aren’t necessarily the ones with the flashiest AI tools. They’re the ones that double down on genuine human connection, on understanding who their students actually are, and on meeting them where they are or want to be.
Higher education is at a crossroads of opportunity. The ‘traditional student’ is troublesome to pigeon-hole. There is no average person. The diverse, busy, ambitious, sometimes exhausted people walking through university doors today, they are the ones which all of higher education can serve.
Serving a modern, diverse student-base means serving society – something that the great British university system has always done, and will always do. Embrace the opportunity for change. Navigate towards blue waters. Innovation through collaboration has to be the future.
About the author: Dr. Serhii Kosianenko has spent eight years building educational institutions across Ukraine and the UK. As CEO of IHCL, he created in 2025 the first joint UK-Ukraine college, combining AI-integrated British curricula with humanitarian support for war-displaced students, while simultaneously leading multiple educational ventures across both countries.
