Debates about artificial intelligence (AI) in higher education are often polarised between technological optimism, alarmist concern about academic integrity, and pragmatic managerial responses. While these perspectives highlight important issues, they frequently fail to address a more fundamental question: what is the purpose of a university education in an age of increasing automation? This article argues that AI-related challenges expose the limitations of assessment- and efficiency-driven con…
Read moreDebates about artificial intelligence (AI) in higher education are often polarised between technological optimism, alarmist concern about academic integrity, and pragmatic managerial responses. While these perspectives highlight important issues, they frequently fail to address a more fundamental question: what is the purpose of a university education in an age of increasing automation? This article argues that AI-related challenges expose the limitations of assessment- and efficiency-driven conceptions of higher education and invite renewed attention to its formative aims. Drawing on a neo-Aristotelian account of character education, the article proposes a model that prioritises the development of moral, civic, intellectual, and performative virtues as a human-centred response to AI-enabled disruption. By synthesising literatures on character education and AI in higher education, the article demonstrates how a virtue-based framework can address concerns relating to integrity, agency, epistemic responsibility, civic formation, and wider questions of educational purpose. The paper concludes by outlining practical implications for curriculum design and assessment, showing how universities can respond to AI in ways that support both individual flourishing and the public good.
