The Australian Universities Accord is an Albanese’s Government initiative to drive reform across the higher education sector to change the student’s university experience and outcome.

While much of the focus has been directed towards students and tertiary providers, we wanted to look at the Accord through a different lens – that of EdTechs whose products and solutions aim to bridge the gap between technology and the student experience.

With the imminent release of the final Australian Universities Accord Report by the Hon Jason Clare MP, we’ve compiled some thoughts from EdTech leaders who wanted to share their opinions and what they hope to see included when the full report is publicly released.

We’ll begin with Jack Goodman, Founder of Studiosity and his perception of the ‘system shifts’ tabled in the interim report.

Not every university has started yet.

AI for Learning – The next phase is already here, and educators can increasingly see the risk of not doing due diligence. Very little of AI is ethical or evidence-based, and ‘feedback’ is a loose term adopted by many tech companies that want a piece of the education market, at the expense of student experience, transparent outcomes, authentic learning, human connection, and academic integrity.

Equity and scale. Small-scale programs and support are no longer relevant in this age of mass enrolment. On-campus, business hours services must be scaled up. At the same time, digital delivery needs more investment as well, because students are making less use of physical campuses.

Academic integrity. Higher education in Australia is shifting to supportive and formative feedback, to balance the necessary punitive approach to cheating.  Integrity advocate and friend Professor Tracey Bretag left a legacy of this ‘students first’ approach, which is as relevant today as during her landmark 2018 Australian and New Zealand tour with TEQSA, where she advocated for scaled prevention.

Equal or greater attention and funding for teaching and learning relative to research. As I submitted to the Accord in December 2022: “The structure and reward mechanisms of the traditional academic career path over-reward research excellence and undervalue teaching ability. Put another way, the most successful academics teach little, if at all, while the teaching and learning function of universities is increasingly handled by casual and sessional staff.”

Evidence-based support. Leadership and procurement need to shift to viewing proven ROI of services, technology, and other infrastructure. As fundamentally evidence-based institutions, universities should expect nothing less for the services they put in front of students and within their often comprehensive teaching and learning ecosystems.

Investment in technology, not buildings. As Studiosity submitted to the Accord in December 2022: “The process shone a million-megawatt spotlight on the sector-wide underinvestment in technology infrastructure and digital delivery. As research group HolonIQ noted in 2021, just 3.6% of universities’ budgets were directed at technology, while 96.4% went to infrastructure, real estate, and labour… It’s simply not possible to grow enrolments more than four-fold without a concomitant increase in all the human and technological capabilities that go into quality tuition delivery. Australia’s public universities have gone from being largely elitist institutions educating the privileged children of professional classes to being closer to open enrolment engines of social mobility and international education. Not only have enrolments skyrocketed; the students who are enrolling are more likely to need personalised attention, support and guidance of a world-class teaching and learning experience.”

Wellbeing. Personal welfare and safety on campus. Overwhelmingly, Australian university students in the 2024 Student Wellbeing Survey commented that they want more wellbeing services, including peer connection, mental health services, and safety on campus. This is a clear issue after the 2023 assault inquiry bungle and subsequent consent hearings.

Belonging. The immense size of Australian universities means investing in facilitating peer connection again, like that in decades past when the experience was social. In 2023-2024, in podcast interviews with nearly every Australian Vice Chancellor, we heard an overwhelming nostalgia for university as a social, supportive experience.

Evidence of graduate skills for industry and society. What are critical credentials worth to the industry and society? Can graduates communicate their ideas well? What about with each other? Can we have a discourse and dialogue as a society? Or will we end up like the polarised and fractured societies overseas? Communication skills and academic skills are fundamental to all fields and degrees and must be actively developed in our universities.

When focusing on how Australia can improve its standing and continue to be seen as a destination for International Students, an export market worth $36.4B to the Australian economy, Gordon Scott, Managing Director of Successful Graduate outlined the following.

Australia has long been regarded as a global education hub, attracting students from around the world seeking quality higher education. However, the future of Australian higher education hinges on strategic development and meticulous management, particularly in catering to international students. In recent times, the significance of maintaining a transparent student visa system has become alarmingly apparent.

The Australian higher education sector is a crucial contributor to the nation’s economy, with international students forming a substantial portion of its student body. As Australia’s largest services export industry, the stakes are high, and the need for a well-structured and transparent student visa system is paramount.

The Australian government’s track record in managing the student visa system has faced scrutiny. Instances of poor management have directly impacted the international education sector, causing reputational damage and financial setbacks. Maintaining a robust and transparent visa system is essential for fostering trust among prospective international students and sustaining the sector’s growth.

Transparency in the student visa process not only safeguards the interests of international students but also promotes Australia as a destination of choice for higher education. A well-managed system ensures that students can confidently navigate the visa application process, contributing to positive word-of-mouth and a favourable global reputation.

In the face of evolving global dynamics, Australia must prioritise the enhancement of its higher education system. This includes investing in infrastructure, embracing innovative teaching methods, and most importantly, fortifying the transparency and efficiency of the student visa system. By doing so, Australia can re-secure its position as a premier destination for international education, fostering a diverse and vibrant academic community that benefits both the nation and the students who choose to study on its shores.

Sarah Chamberlain, CEO and Founder of ReadyTeacher added her thoughts.

“The onshore international student experience in Australia hinges upon the experience of the learning environment, with a key player being the educator present in the room.

Australia’s track record of neglected forward planning related to visa processing and international enrolments has a trickle-down effect on classes and lectures – the most important piece in our export product – resulting in workforce shortages and a scramble for expert educators to deliver on the promise of a quality education experience in Australia.

Proper planning around future visa numbers has a direct impact on the classroom experience and can make or break the Australian study abroad package, with its success creating a competitive position against other global study destinations.“

As stated by Glenn Mason and Hermy Llacuna from Western Sydney University in a recent publication, From the ‘Turing Test’ to ChatGPT: The Rise of AI in Education, “AI can potentially offer new opportunities in higher education, including, personalisation of online learning and innovation in learning and teaching practices.”

When thinking of AI’s role within education moving forward, Hassan Khosravi, Associate Professor and CEO of RiPPLE (The University of Queensland) penned the below.

Growing evidence highlights the urgent requirement for better supporting the learning needs of diverse learner populations in Australia. However, this imperative coincides with ongoing challenges of inadequate resourcing and educator burnout, creating a complex tension within the educational system.

Generative artificial intelligence (GenAI) has emerged as a promising solution, offering to alleviate educators’ workload by automating routine tasks like content creation and student feedback. Additionally, it can serve students as a personalised tutor or coach, enhancing their learning experience. A significant portion of the current use of GenAI has been through conversational interfaces (CIs) through chat windows. While the capacity to hold real-time dialogue with AI agents who can act as subject experts in any discipline is of high value, I argue that this very capability poses obstacles to their widespread, ethical, and effective adoption.

Firstly, users must have a degree of expertise, including tool familiarity, AI literacy and prompting to effectively use CIs, which can be a barrier for many users. Secondly, the open-ended nature of CIs is simply too powerful and gives users almost full autonomy, which can lead to privacy and intellectual property risks, as it enables the unauthorised sharing of sensitive information. It also poses ethical considerations if used by educators in high-stake decisions such as grading or by students for academic misconduct cases. Finally, CIs are designed for short, synchronous interactions and often struggle and hallucinate when given complex, multi-step tasks (e.g., providing individual feedback).

To unlock the true potential of GenAI in education, we need to transition from CI-centric approaches towards App-Centric GenAI tools that are pedagogically sound, ethically responsible, and enhance student learning without imposing extra academic workload. This vision can only materialise if we as a community invest in creating opportunities to build close collaborations between learning scientists, technologists, educators and learners to create the next wave of educational technologies for the age of generative AI, empowering educators and propelling students towards success.

Drawing on this topic Ifham Ahsan, CEO and Founder of Elumina eLearning added.

“Automated grading systems powered by AI are now positioned to overcome the drawbacks of traditional grading techniques, providing a range of advantages that will potentially transform education grading going forward.

AI powered grading options offer consistency and efficiency, ensuring that each student’s work is evaluated fairly and promptly. Additionally, AI grading can provide personalised feedback, helping students understand their strengths and areas for improvement. This personalised approach promotes student engagement and empowers them to take ownership of their learning journey.

Moreover, the integration of AI extends well beyond grading. With the rise of online education, AI-enabled proctoring tools have emerged, allowing exams to be monitored remotely from anywhere in the world. This flexibility not only enhances accessibility for students but also streamlines the examination process for educators. By leveraging AI in grading and proctoring, educational institutions can create a more efficient and inclusive learning environment, preparing students for success in the digital age.”

The COVID lockdowns of 2020-2021 brought many challenges to higher education providers, none more so than remote learning and the delivery of classes. A cultural shift has also taken place with students’ expectations around their learning experience and how they evaluate their experience.

Another key aspect of flexible learning is the rise of micro-credentials and lifelong learning – the continuous upskilling of an employee as noted by Adam Brimo, CEO and Founder of Open Learning.

“Young people are better educated than ever before but are still struggling with unemployment and underemployment. In effect, their skills and capabilities are not being fully utilized in the workforce. This is where we see lifelong learning, particularly micro-credentials, as a solution.”

Going into more detail, Ray Fleming, Chief Education Officer at InnovateGPT expanded on his journey as an EdTech.

The landscape of education, particularly at the university level, is at a crossroads.

Reflecting on my journey, which diverged from traditional paths due to unforeseen circumstances.  Like many Australians, I found alternative routes to learning through online platforms. This highlights a growing trend towards flexible, learner-centric education. This shift underscores an opportunity for Australian universities to adapt and thrive by embracing the needs of lifelong learners.

The Australian Universities Accord interim report offered a comprehensive look at the sector’s current state, focusing primarily on operational and funding aspects. While this is crucial, it’s equally important to consider the demand-side perspective, including the flexibility and accessibility that today’s learners seek. In this regard, there’s much we can learn from the diversity and innovation seen in the US higher education market, where there’s a stronger push towards building a future model of lifelong learning.

Nationally a “student-centred, needs-based funding model” could transform learning accessibility and adaptability. Emphasising the potential for positive change, Australian universities have the opportunity to lead in re-skilling and supporting lifelong learning, tapping into a vast pool of alumni and new learners. This approach aligns with the national agenda and responds to the evolving job market, where continuous learning is paramount. Addressing affordability and accessibility, we need innovative solutions akin to ‘Education Wallets’, enabling learners to navigate their educational journey with greater ease and flexibility. This concept, coupled with a re-evaluation of regulatory constraints, could enable universities to be more responsive to the demand for skills and knowledge that align with future job markets.

The conversation about higher education reform should not be confrontational but collaborative, recognising the potential benefits of aligning university offerings with the needs of lifelong learners. The sheer number of alumni, up to twenty times the number of current students, represents a significant opportunity for universities to extend their educational mandate beyond traditional degrees, fostering a culture of continuous learning and adaptation.

David Linke, Managing Director of EduGrowth also noted the increased demand for institutions to better provide flexible learning opportunities as the learner profile has changed to include older people upskilling and reskilling, or those seeking career change. “It’s clear the education system needs to meet the learners needs, which hopefully is addressed in the Accord.”

In summary, whilst the Accord presents an opportunity for meaningful reform for Australian higher education to thrive and continue to be a world leader, decision makers should engage with EdTechs and capture their voices. Technology within education delivery plays a crucial role in shaping the student experience and addressing key challenges facing the sector.

By embracing innovation, fostering collaboration, and prioritising student needs, Australian universities can position themselves as leaders in the digital age and continue to deliver high-quality education experiences that empower students and drive generational change.

We commend our members that contributed – without their expertise creating this article would not have been possible.