At a recent fireside chat at the HEPN North Conference hosted by Perlego and the University of West...
In an era of rapid technological transformation and rising financial pressures, universities are facing a complex balancing act: meeting the evolving expectations of students while ensuring equitable, accessible, and future-focused learning. In a recent webinar hosted by Perlego and Times Higher Education, a panel of experts from across the UK higher education sector came together to unpack these challenges.
Panelists:
- Anica Zeyen, Vice-Dean for Equality, Diversity and Inclusion, Royal Holloway, University of London
- Christopher Umfreville, Deputy Dean of Education, Aston University
- Lisa Harris, Director of Digital Learning, University of Exeter
- Matt East, Director of Higher Education, Perlego
Together, they explored how technology, access, pedagogy, and student support are converging to reshape the learning experience.
A New Era of Expectation
Students today arrive at university shaped by digital convenience. They are used to engaging with media on their terms, whether via YouTube, Netflix, or social media. According to Lisa Harris, this expectation of flexibility is mirrored in education: “Even our campus-based students appreciated having online modules. The variety in how they engaged was eye-opening.”
With more learners commuting and juggling work or caring responsibilities, flexibility is paramount. Anica Zeyen noted that financial pressures are forcing many to miss in-person experiences. Universities, she said, must design with this exclusion in mind.
Matt East added that learning is becoming more discovery-driven. “Students want to start with prescribed reading, then explore related content from different perspectives. Platforms like Perlego allow that kind of serendipitous learning.”
East gave the example of Perlego’s Smart Search tool, which allows learners to ask a question, then seamlessly queries the library of over one million books to surface a diverse and curated list of recommendations alongside key quotations. The Research Assistant tool also offers an innovative way to discover new sources through a conversational experience. Learners can pose a research question, and an overview will be provided alongside signposting towards the full text, building a bridge between students and information.
Equity, Access, and Hidden Barriers
The panel spoke passionately about digital poverty, a term that encompasses lack of access to reliable internet, devices, or a quiet place to study. Chris Umfreville warned against assuming all students are ‘digital natives’: “Some can’t afford the data for large downloads. That’s why we design mobile-first, so content loads instantly and smoothly, without requiring expensive equipment.”
Harris highlighted a critical oversight: “We often forget that students aren’t automatically confident contributors in digital spaces. Many are reluctant to turn on cameras or post comments, fearing they’ll get it wrong. We must support these students, not penalise them.”
Zeyen also pointed out that staff face similar barriers: “We expect academics to create videos and digital assets, but don’t always provide the training, tools, or even the internet access they need to do so effectively.”
Rethinking Engagement
One of the key takeaways was the need to redefine what engagement looks like. “It’s not always visible or measurable,” said East. “Watching a lecture recording or discussing a topic with peers over coffee is still part of the academic journey.
Zeyen agreed, emphasising the growing expectation for diversity in learning resources and warned against equating physical attendance with engagement. “Listening to a podcast or audiobook on the train is engagement,” she noted, “but many in the sector still struggle to recognise that.”
The panel spoke about how AI tools can be used to deepen students’ engagement and help boost their ‘real world’ skills. “Why not ask students to submit AI-generated work,” suggested Zeyen, “then critically evaluate its strengths and weaknesses?”
Preparing Students for an AI-Driven Future
Artificial intelligence, the panel agreed, is here to stay, and universities must proactively integrate it into curricula. But it’s not about blindly embracing tech. “Pedagogy should inform technology not the other way around,” said East.
Chris Umfreville described how Aston University’s “Power Skills” initiative helps students explore both the benefits and limitations of AI in Welcome Week, creating a culture of ethical inquiry and digital confidence from day one. “We talk about ‘how and why’, not just ‘dos and don’ts’.”
Harris and Zeyen both argued for a shift from tool-based training to broader digital resilience. “We need to teach students how to ask good questions, not just how to use specific tools,” said Harris. “The tools will change, but critical thinking and adaptability will always be relevant.”
Designing for an Uncertain Future
Ultimately, the panel agreed that institutions must reimagine both teaching and infrastructure to support a diverse, financially strained, and digitally dependent student population.
“Graduate attributes and employer expectations are evolving rapidly,” said East. “We need continuous feedback loops with the sector to ensure we’re preparing students for a future that doesn’t yet exist.”
The challenge, then, is not simply to keep up with technology, but to lead with empathy, equity, and purpose. By putting students' lived experiences at the heart of design, universities can navigate the complex terrain of digital transformation while fostering meaningful, inclusive education for all.
Get in touch to discover how Perlego can support with your student engagement initiatives.
