Tuesday, April 21, 2026
Universities are accelerating their adoption of artificial intelligence. But in that speed, something essential risks being lost. This essay argues for a deliberate pause—not as resistance, but as a condition to preserve depth, judgment and the role of friction in learning.
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Friday, April 17, 2026
As artificial intelligence generates answers instantly, education must shift from knowledge to judgment. This essay explores how universities should redesign curricula to focus on problem definition, critical thinking and responsibility in an age where knowing is no longer enough.
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Thursday, April 16, 2026
Artificial intelligence is breaking the link between effort, output and understanding. As essays and exams become less reliable signals, universities must rethink assessment—not as a measure of performance, but as a way to reveal how students actually think.
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Tuesday, April 14, 2026
As artificial intelligence makes knowledge instantly accessible, universities face a deeper institutional shift. This essay explores how higher education must move beyond information transfer and focus on judgment, responsibility and the conditions under which real learning takes place.
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Tuesday, April 14, 2026
Artificial intelligence is reshaping higher education at its core. This series explores how universities across Europe must rethink teaching, knowledge and responsibility—and asks what should be automated, what must remain human and what education is ultimately for.
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Sunday, March 29, 2026
The University of Curaçao operates at the crossroads of European standards and Caribbean realities. This article explores how a small, hybrid institution navigates structural tension—and why its model may offer valuable insights for the future of global education.
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Friday, January 2, 2026
Artificial intelligence is still debated at full volume—faster adoption, tighter rules, louder warnings. Meanwhile, its most consequential effects are unfolding elsewhere. Inside Europe’s universities, AI is no longer just a tool. It is a mirror. What it reflects is unsettling. Authorship weakens as evidence of thought. Efficiency detaches from understanding. Control, once foundational to academic authority, begins to hollow out.
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