April 2026
Starting from:
£99 + VAT
Format: DOWNLOADABLE PDF
This conference examined next steps for the use and regulation of AI in higher education.
It was an opportunity to examine the way forward in light of the Post-16 Education and Skills White Paper, with its emphasis on reform in areas of provision, skills development and system capability. Stakeholders and policymakers considered implications for how digital and AI-enabled approaches are governed, aligned with wider education and skills policy, and implemented within institutions.
AI in teaching, learning & assessment
With reference to how universities are currently using AI, the agenda looked forward to how this might develop across curriculum design, teaching, research, and institutional governance, including implementation of ethical frameworks for procurement and deployment. Sessions drew on next steps signalled in the AI Opportunities Action Plan, including priorities around accelerating responsible adoption, strengthening institutional capability and leadership, and clarifying expectations for governance, assurance and accountability.
Attendees considered how AI is being embedded into assessment and feedback, and how institutions can manage innovation responsibly, alongside considerations for data privacy and sustainability. Discussion looked at how AI can be integrated without compromising critical thinking, fairness or trust in academic outcomes.
Workforce, institutional & administrative AI use
The agenda assessed opportunities for AI to support new collaborative teaching practices and to redesign administrative functions, including integration in areas such as admissions, resource allocation and workflow management.
Discussion examined effective training and guidance processes that can strengthen staff capability and confidence, alongside approaches to implementing wider evolving responsibilities for supporting students and staff. Sessions also considered how institutions can balance efficiency with personalised support, including concerns around workforce impacts and maintaining institutional reputation.
Learnings from sector programmes, such as Jisc and Advance HE pilots were also examined.
AI governance & accountability
Sessions considered the Office for Students’ regulatory approach to AI use in higher education, including how quality, equity and transparency can be safeguarded while supporting innovation. Discussion included the role of guidance and outcomes-focused regulation in aligning institutional practice with national priorities.
Student use of AI & equitable access
Drawing on current trends and survey evidence, sessions examined student use of AI in study and assessment, including how institutions can embed digital and AI-related skills across programmes and support responsible use.
Discussion included strategies for fostering academic integrity and dealing with misconduct, as well as addressing concerns around inclusion and equitable access to AI technologies for disadvantaged students, those with special educational needs and disabilities, and those in rural and low-income settings.
AI skills & talent pipelines
Further sessions considered priorities for developing AI skills and talent pipelines, including pathways from undergraduate to postgraduate study, degree apprenticeships, modular learning and short-course provision.
Delegates engaged with the Government’s International Education Strategy, which highlights the UK’s global strengths in digital and AI‑enabled learning and the growing international demand for UK expertise in these areas.
Discussion looked at alignment between curriculum design, employer needs and national and regional priorities, including insights from Skills England on AI skills for the UK workforce.
All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those who attended included a parliamentary pass-holder from the House of Commons and officials from the Department for Education; Department of Further and Higher Education, Research and Science, ROI; Department for Science, Innovation and Technology; Department for the Economy, NI; Information Commissioner’s Office; Intellectual Property Office; Ofcom; Education Scotland; Skills England; Office for Life Sciences; Home Office; the Welsh Government; and The Scottish Government.
