AI can explain difficult concepts, summarise lengthy research, draft extensive assignments in minutes and even generate code. So, when students in England are expected to pay £29,370 in tuition fees over three years, it’s time to ask: what does a degree give us that generative AI cannot?
Beyond Knowledge
Knowledge is clearly not the end goal anymore. The arrival of generative AI tools such as ChatGPT has transformed how many students access and use information. Tasks that once involved hours of searching through textbooks, journals and articles can now be done almost effortlessly by giving Gemini or Claude a well-written prompt. Today’s world is one where information gathering no longer depends on extensive effort or even curiosity. It’s there, at our fingertips, to use as we see fit.
The shift in student behaviour is already evident. A 2025 survey by the Higher Education Policy Institute (HEPI) found that 92 per cent of UK Undergraduates now use AI tools, while 88 per cent reported using generative AI such as ChatGPT to support assessed work. In short, AI has become a student staple for explaining concepts, summarising academic articles, and suggesting research ideas.
But this drastic shift raises an uncomfortable question for higher education. Namely, if knowledge is no longer the preserve of the rich or privileged, what exactly are students paying £29,370 for in university tuition fees? Clearly, universities can no longer rely on their reputation for being bastions of knowledge. Instead, I would like to suggest that their value increasingly depends on the few things AI cannot replicate.
Human Skills AI Can’t Teach
If information and guidance are no longer the main motives for going to university, then what is?
The answer lies in what students do with the information they acquire, or in this case, access. While it’s true that AI can explain theories, condense research, and search the internet extensively for almost any kind of information, it can’t replace the human experiences that higher education is designed to develop. Presenting to a room full of classmates, defending your argument in a seminar, working through disagreements or even building a professional network are all experiences that can’t be downloaded from a chatbot.
University is also one of the first professional environments where many young people develop their independence. Students can learn to manage their workload, balance competing deadlines under stress, and work alongside people from diverse backgrounds and with differing perspectives. These experiences and the social skills they develop are often just as valuable as the degree itself, helping students build confidence, resilience and communication proficiency that employers continue to value across industries.
The task of universities is therefore to equip graduates with the practical and ethical AI skills that will serve them in the workplace. Researchers at The University of Manchester argue that universities should move beyond focusing on plagiarism and instead help students develop their capacity for critical thinking, ethical judgement, communication and adaptability.
Perhaps this is where the true value of a university education now lies. Learning is no longer just about acquiring knowledge and an in-depth understanding of certain topics. It’s also about asking the right questions and communicating knowledge effectively. These are arguably still things that a machine cannot replicate.
Preparing Students for an AI Future
The debate about the value of AI in higher education should not centre on whether students use it or not, but whether universities can prepare them to use it well. As artificial intelligence evolves and embeds across industries, graduates will increasingly be expected to use these tools effectively.
AI has already become a part of everyday life in many professions. Journalists use it to assist them with research, accountants to analyse financial data, marketers to assess product ideas, and software developers to dramatically speed up coding. The graduates to likely stand out are those who can incorporate the advantages of AI with human judgement, personal creativity, and apt ethical decision-making.
Instead of competing with AI, universities have an opportunity to teach students how to work with it. That means designing assessments that reward originality, critical thinking and problem-solving, rather than sticking to the traditional model which relies heavily on memorisation. This way, higher education can continue to offer something unique: the ability to nurture adaptable and thoughtful graduates who are ready for a rapidly changing world.
Some educational researchers argue that traditional essay-based assessments may no longer be enough. Universities should incorporate oral examinations, reflective commentaries and collaborative projects that better demonstrate students’ reasoning, judgement and communication skills, alongside their use of AI.
Knowledge for Human Betterment
Artificial intelligence is undoubtedly reshaping higher education, but that doesn’t mean university degrees will become obsolete. Rather, what is needed is a change of focus. As technology continues to evolve, universities must prepare students for a life alongside the machines. This must be a critical life, with an emphasis on ethics and the moral value of our decision-making. Knowledge is still power, but with knowledge at our fingertips, it’s a power that must be harnessed and developed to do good.
For me, the real value of a degree has never been the certificate alone. It’s the confidence built through presentations, the resilience developed from overcoming setbacks, both personal and academic, the relationships formed along the way, and the ability to think critically in ways that are uniquely your own.
As AI continues to evolve, these basic human skills will only become more invaluable. And the question we need to ask is not whether £29,370 is unreasonable given AI. It’s whether universities can deliver the skills needed to navigate a world that is increasingly blind to nuance and ethics. We might have the facts, but facts alone mean little without the capacity to interpret them and use them to improve our lives.
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Freddie Amy
Freddie Amy is a Media, Journalism and Publishing student at Oxford Brookes University. His interests include media, politics, technology and society, with a particular focus on the forces shaping young people’s lives.
