What should teaching and learning look like in 2040?

By Jonas Bunte

As the coordinator of the ZuWi Vertiefung course — part of the “Common Body of Knowledge” (CBK) curriculum required for all first-year students at WU — I recently participated in a retreat together with the instructors of the other CBK courses. The retreat created an opportunity to step back from day-to-day teaching and collectively reflect on how higher education may evolve in response to technological and societal change. At a time when artificial intelligence is rapidly transforming how information is produced, evaluated, and communicated, the discussions focused not only on the future of teaching methods, but also on the broader question of what universities should ultimately prepare students for.

One particularly engaging part of the retreat was a thought experiment on what teaching at WU might look like in the year 2040. Many discussions centered on the implications of AI for learning objectives, assessments, and classroom interaction. We explored how universities may increasingly move beyond the simple transmission of knowledge and instead place greater emphasis on creativity, resilience, collaboration, and responsible citizenship. We discussed innovative assessment formats, including AI-supported oral examinations, individualized assignments tailored to students’ interests, and interactive simulations in which students would need to critically engage with AI-generated outputs rather than merely reproduce information. Another idea involved incorporating real-time analysis of current events into lectures by applying conceptual frameworks directly to contemporary news articles or social media content submitted by students. Importantly, the conversations also addressed the challenges associated with these developments — particularly questions of fairness, trust, and legitimacy in AI-assisted evaluation systems, as well as the changing role of professors as mentors and guides rather than primarily providers of content.

Beyond the thought experiment itself, I greatly appreciated the opportunity to learn more about the other CBK courses and the colleagues who teach them. Discussions with instructors from areas such as Global Business, Business and Digital Economy, Information Systems, and Standards of Academic Research demonstrated the range of perspectives and pedagogical innovations currently being developed across the CBK curriculum. Many colleagues shared ideas about combining large in-person lectures with digital learning environments, integrating AI literacy and prompting skills into coursework, and designing assessments that balance factual knowledge with applied and collaborative learning. It was inspiring to see the level of dedication and creativity that my colleagues bring to improving the educational experience for first-year students.

Another highlight of the retreat was a fascinating presentation by Prof. Shefali Virkar on the impact of AI in higher education. Drawing on her research projects at the WU, she presented survey findings from both educators and students regarding the opportunities and risks associated with AI in teaching and learning. Particularly striking was the finding that while many respondents recognized significant productivity gains from AI tools, there were also widespread concerns about declining critical thinking and problem-solving skills. At the same time, many students supported approaches that integrate AI into education in transparent and reflective ways.

Overall, the retreat left me with a strong sense of optimism. I am grateful to be part of such a dedicated group of educators and appreciate that the WU provides institutional spaces that encourage reflection, experimentation, and the continuous improvement of teaching.

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