Artificial intelligence is rapidly transforming higher education, raising new questions about teaching, learning and the evolving role of universities. How can institutions harness AI while preserving learner agency, strengthening human relationships and advancing their lifelong learning mission?

The latest issue of the European Journal of University Lifelong Learning (EJULL) Vol 10 No 1 brings together four complementary contributions that address these questions from different but interconnected perspectives. Rather than focusing on technology itself, the papers explore how AI can be embedded in educational practice and institutional strategy in ways that are ethical, inclusive and learner-centred.

Sarah Frodsham and Julie Bourguignon examine learner agency through a collaborative autoethnographic study comparing human and GenAI interpretations of literature, highlighting the enduring importance of dialogue and collaborative reflection. Martin Mayr presents an AI Tutor developed to support adult learners in specialised university training, demonstrating how AI can augment (rather than replace) the work of educators when guided by sound pedagogical principles.

The institutional dimension is explored by Jean Françoise Bodart, Sandrine Bonnet and Giuseppina Lumia through the University of Lille’s Charter of Good Pedagogical Practices for AI. Their work illustrates how universities can respond strategically to generative AI by reinforcing their role as lifelong learning institutions that foster reskilling, critical digital literacy and responsible AI use. Completing the issue, Iiris Kangasniemi and Sanna Soppela present escape game pedagogy as an innovative approach to creating collaborative, engaging and inclusive learning environments for diverse lifelong learners.

The issue concludes with Three Questions to, where Heather Haseley, the inaugural Chief Lifelong Learning Officer at Imperial College London, reflects on personalisation, responsible AI, scaling innovation and the importance of ensuring that learning remains meaningful, contextualised and deeply human.

Together, these contributions remind us that the future of AI in higher education will not be determined by technological advances alone, but by the educational choices universities make. They offer valuable insights for educators, researchers, institutional leaders and policymakers committed to shaping a future where AI enhances the human values at the heart of lifelong learning.

We invite you to explore the new issue and join the conversation.

📖 Read the full issue here: https://doi.org/10.53807/1001a2C4 

We encourage you to explore the articles, share them within your networks, and reflect on how your institution can contribute to a smooth digital transformation.