TO BE PUBLISHED April 2026
Starting from:
£99 + VAT
Format: DOWNLOADABLE PDF
This conference will examine next steps for the use and regulation of AI in higher education.
It is being organised as 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 will consider 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 will look forward to how this might develop across curriculum design, teaching, research, and institutional governance, including implementation of ethical frameworks for procurement and deployment. Sessions will draw 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 as AI use becomes more embedded across the sector.
Attendees will consider how AI is being embedded into assessment and feedback, and how institutions can manage innovation responsibly, alongside considerations for data privacy and sustainability. Discussion will look at how AI can be integrated without compromising critical thinking, fairness or trust in academic outcomes.
Workforce, institutional & administrative AI use
The agenda will assess 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 will examine 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 will also consider how institutions can balance efficiency with personalised support, including concerns around workforce impacts and maintaining institutional reputation.
Learnings and best practice from sector programmes such as Jisc and Advance HE pilots will be examined.
AI governance & accountability
Sessions will consider 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 will include 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 will examine 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 will include 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 SEND, and those in rural and low-income settings.
AI skills & talent pipelines
Further sessions will consider priorities for developing AI skills and talent pipelines, including pathways from undergraduate to postgraduate study, degree apprenticeships, modular learning and short-course provision.
Discussion will also look 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 will be 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 already due to attend include officials from the Department for Education; Department for Science, Innovation and Technology; Information Commissioner’s Office; and The Scottish Government.
