Reimagining the role of higher education in a world of intersecting revolutions

Post-secondary institutions are at a critical juncture as many governments increasingly prioritise efficiency and effectiveness over the historical practice of providing funding without consistent KPIs or performance targets. To secure a resilient future, universities must not only demonstrate their value but, in the face of rapidly evolving global challenges, also drive transformation. This is not simply about asking for more resources; it is about showcasing innovation, a commitment to long-term sustainability and redefining their core mission.

A new generation of universities: embracing community impact

To serve as impactful agents in their communities, universities must transition from traditional models to a contemporary, agile approach that emphasises flexibility, responsiveness and adaptability. This new generation of universities must foster dynamism and innovation that extends beyond academic walls and into community partnerships and societal progress. 

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By adopting a mindset akin to innovative and forward-thinking organisations, universities can become centres of experimentation and learning, committed to addressing real-world challenges and enhancing community well-being. Institutions that embrace this shift will be better positioned to demonstrate their worth, not only through academic contributions but by acting as active, adaptable and engaged community partners.

Interconnected revolutions reshaping our world

The world is facing four intersecting revolutions – climate, demographics, technology and geopolitics. Let’s consider how the profound implications of each revolution, individually and collectively, challenge post-secondary institutions to adapt, rethink and lead.

• Climate change: Climate-driven costs and challenges are mounting, making energy efficiency and sustainability essential priorities. Universities can lead by adopting energy-efficient infrastructure, such as passive house construction, implementing revolving loan models for sustainability projects, and integrating these efforts into their educational missions. The University of Northern British Columbia (UNBC), with its vision of “leading a sustainable future”, has all three of these initiatives at various stages of implementation.
• Demographic shifts: The global population is approaching a peak, with an ageing society impacting consumption and the economy – illustrated by Japan’s reliance on robotics to counterbalance a declining workforce. For universities, this shift requires rethinking who they educate, how they educate and for what purposes.
• Technological advancement: Universities are already leaders in fields such as artificial intelligence and material sciences. However, this position must evolve to include responsible innovation and regulation. AI, much like electricity in the past, has the potential to redefine human capabilities. Universities should not only develop AI technologies but also lead discussions on ethical implications and human-centred uses.
• Geopolitical shifts: The quantum shift in global power dynamics necessitates a new understanding of risk. Traditional models that rely on historical probability are no longer relevant. Universities must consider alternative futures and prepare students for a world where geopolitical risks are not just background noise but active forces shaping education and research.

Planning for uncertainty: a new model for universities

Institutions will need flexible strategies that account for multiple potential futures. This approach requires a shift from linear planning to adaptable frameworks that support experimentation, feedback loops and rapid learning. In planning for uncertainty, universities need to foster environments where the scientific method – hypothesis, experiment, evaluation and iteration – is applied not only in research but also in institutional operations and policies.

Redefining the core mission

In a rapidly evolving world, is universities’ primary purpose to educate, conduct research or serve society in broader, more impactful ways? While research and knowledge generation remain foundational, institutions are increasingly called on to become incubators for solutions to pressing social, environmental and economic issues. UNBC exemplifies this shift, aspiring to be a learner-centred institution that profoundly enhances the quality of life within its communities. Through a “student-first” approach, UNBC seeks to attract and retain exceptional individuals and leverage its deep-rooted connections to its people and place, tackling challenges that resonate both locally and globally.

Preparing for a new era of skills

As AI and other technologies reshape the workforce, the skills demanded by employers are evolving. Top skills are no longer just technical; they also include the ability to think critically, manage relationships and exhibit emotional intelligence. Universities can lead by integrating these into curricula, cultivating self-awareness, compassion and interpersonal effectiveness alongside technical knowledge. Encouraging students to reflect on experiences, failures and emotional responses fosters a balanced approach to skill-building – preparing graduates not only for jobs but for leadership.

Universities as laboratories for experiential learning

Experiential learning is essential in a world that values emotional intelligence, interpersonal skills and adaptability. Rather than relying solely on traditional instruction and theoretical discussions, universities should invest in immersive experiences like workshops, real-world projects and reflective practices. These experiences cultivate resilience, self-awareness and an understanding of failure – qualities essential for thriving in uncertain futures. UNBC fosters a learning environment that encourages curiosity and exploration. Through hands-on experiences and community-based projects, the university aims to inspire students to ask meaningful questions, seek innovative solutions and develop a lifelong love of learning that drives both personal growth and community impact.

A call to action for higher education

Universities are not immune to the intersecting revolutions reshaping the world. To remain relevant, they must shift from reactive funding requests to proactive transformation. By embracing a model that values experimentation, sustainable impact and adaptability, post-secondary institutions can prove indispensable in a changing landscape. The world needs universities that educate and innovate – and that continuously redefine themselves in the process.

The journey ahead is uncertain, but by becoming laboratories for change, higher education institutions can create pathways to a future that honours knowledge, fosters resilience and cultivates global citizens ready to lead. Universities can and must be the architects of a more informed, engaged and equitable world.

Rahim Somani is vice-president (finance and administration) at the University of Northern British Columbia, Canada.

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