Abstract
Artificial intelligence (AI) is reshaping higher education, yet current
debates often feel tangled, mixing concerns about pedagogy, operations,
curriculum, and the future of work without a shared framework. This paper
offers a first attempt at a taxonomy to organize the diverse narratives of AI
education and to inform discipline-based curricular discussions. We place these
narratives within the enduring responsibility of higher education: the mission
of knowledge. This mission includes not only the preservation and advancement
of disciplinary expertise, but also the cultivation of skills and wisdom, i.e.,
forms of meta-knowledge that encompass judgment, ethics, and social
responsibility. For the purpose of this paper's discussion, AI is defined as
adaptive, data-driven systems that automate analysis, modeling, and
decision-making, highlighting its dual role as enabler and disruptor across
disciplines. We argue that the most consequential challenges lie at the level
of curriculum and disciplinary purpose, where AI accelerates inquiry but also
unsettles expertise and identity. We show how disciplines evolve through the
interplay of research, curriculum, pedagogy, and faculty expertise, and why
curricular reform is the central lever for meaningful change. Pedagogical
innovation offers a strategic and accessible entry point, providing actionable
steps that help faculty and students build the expertise needed to engage in
deeper curricular rethinking and disciplinary renewal. Within this framing, we
suggest that meaningful reform can move forward through structured faculty
journeys: from AI literacy to pedagogy, curriculum design, and research
integration. The key is to align these journeys with the mission of knowledge,
turning the disruptive pressures of AI into opportunities for disciplines to
sustain expertise, advance inquiry, and serve society.
Abstract
Many institutions are currently grappling with teaching artificial
intelligence (AI) in the face of growing demand and relevance in our world. The
Computing Research Association (CRA) has conducted 32 moderated virtual
roundtable discussions of 202 experts committed to improving AI education.
These discussions slot into four focus areas: AI Knowledge Areas and Pedagogy,
Infrastructure Challenges in AI Education, Strategies to Increase Capacity in
AI Education, and AI Education for All. Roundtables were organized around
institution type to consider the particular goals and resources of different AI
education environments. We identified the following high-level community needs
to increase capacity in AI education. A significant digital divide creates
major infrastructure hurdles, especially for smaller and under-resourced
institutions. These challenges manifest as a shortage of faculty with AI
expertise, who also face limited time for reskilling; a lack of computational
infrastructure for students and faculty to develop and test AI models; and
insufficient institutional technical support. Compounding these issues is the
large burden associated with updating curricula and creating new programs. To
address the faculty gap, accessible and continuous professional development is
crucial for faculty to learn about AI and its ethical dimensions. This support
is particularly needed for under-resourced institutions and must extend to
faculty both within and outside of computing programs to ensure all students
have access to AI education. We have compiled and organized a list of resources
that our participant experts mentioned throughout this study. These resources
contribute to a frequent request heard during the roundtables: a central
repository of AI education resources for institutions to freely use across
higher education.