What the experts say…
FROM IPAD TO AI: ARE UNIVERSITIES READY FOR GENERATION ALPHA?
Comment by NICK JOHNSON, CEO of AppsAnywhere
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s the most digitally immersed cohort in history, Generation Alpha, edges closer to higher education, universities face an inflection point and will be poised with the question, are we ready?
By 2028, the first wave of these students will arrive on campus, more technologically fluent, and more digitally empowered than any before them. Born between 2010 and 2024 into a world saturated with smartphones, tablets, social media, and now artificial intelligence (AI), this generation does not simply use technology - it is woven into their identity. Immersed in digital environments, shaped by constant connectivity, on-demand experiences, and real-time access to knowledge, from infancy.
According to McCrindle, the social researcher who coined the term Generation Alpha, no other generation has experienced such rapid technological evolution during their formative years. The pace of incoming and outgoing technologies in their lives - from the iPad to AI chatbots - has created a mindset that views technology not as a tool, but as an essential layer of life. Their experience during the pandemic, where online learning became the default, only intensified these traits. Building habits of self- direction, digital autonomy, and a baseline expectation that learning should always be accessible.
A generation that will redefine higher education The arrival of Gen Alpha represents both a major opportunity and a serious challenge for universities. With one in two Gen Alphas expected to obtain a university degree, their impact will be substantial and long-lasting. However, their expectations of the university experience and their relationship to learning itself are different from anything the sector has encountered before. Research conducted by AppsAnywhere, surveying more than 2,400 UK students aged 12–16, found that devices are more than just gadgets - they are extensions of themselves and their primary interfaces for communication, entertainment, and learning. Understanding their patterns of device access, ownership, and usage will be fundamental to higher education planning. Many own smartphones (84%), but a significant portion still lack laptops or tablets at home (30%), and 92% will expect universities to provide or loan devices for learning, making institutional device provision and equitable access essential.
Perhaps the clearest shift with Gen Alpha is their preference for flexibility and autonomy. With over half (56%) preferring hybrid learning models and a significant number open to fully remote learning, institutions must rethink their delivery strategies.
This generation does not view education as a place - they see it as a service. They expect to interact with it on their terms: asynchronously, across platforms, and with a degree of personalisation shaped by their own pace and preferences to learn in their own way.
Technology as a foundation, not a feature
Universities must now confront a central reality. For Generation Alpha, technology is not optional. It underpins how they communicate, learn, and understand the world. What might have been considered enhancements a decade ago - high-speed Wi-Fi, mobile learning access, or smart campus tools - are now baseline, standard expectations.
Institutions can no longer afford to treat IT as a support function. It must 20
www.education-today.co.uk
be seen as a strategic pillar of student experience, and a driver of equity, inclusion, and innovation. The implication is clear:
• Mobile-first - platforms and digital systems that work across devices, anytime, anywhere.
• BYOD - comprehensive BYOD support with equitable access to devices and networks.
• Smart campus design - with collaborative digital spaces and seamless connectivity.
• AI integration - not as a novelty, but as a core part of learning, research, and operations.
• Upskilling of faculty and staff - to ensure digital tools are embedded in pedagogy - not just policy.
Implications of AI
As Generation Alpha enters higher education with deep familiarity and enthusiasm for AI tools, institutions must rethink their IT strategies to support this shift effectively. Simply restricting its use in one area and then adding certain AI tools won’t cut it - universities must equip students and staff to navigate, utilise, and critically engage with AI technologies. AI literacy and capability building will be essential. Including the understanding of algorithmic bias, data privacy, evaluating AI-generated content critically, and appreciating the broader societal impacts of automation. Without this, students risk misusing AI tools or failing to recognise their limitations.
The integration of AI into learning platforms presents an unprecedented opportunity to personalise education. By embedding AI capabilities within Learning Management Systems (LMS) and other digital tools, universities can offer immediate, intelligent feedback, adaptive learning paths, and targeted resources that support diverse learner needs. This shift could transform student success by complementing traditional teaching with tailored digital experiences.
However, to deliver these innovations, robust infrastructure for AI tools is critical. Higher education IT teams must ensure sufficient computational resources and scalable platforms capable of supporting intensive AI applications - both for students and academic staff. Cloud computing solutions and platforms will be central to providing a seamless, consistent digital environment that can evolve alongside rapidly advancing AI technologies.
Finally, staff training on AI is paramount. IT and academic staff need ongoing professional development to understand AI’s implications for teaching, learning, and technical support. This is a challenging area for the sector, compounded by financial constraints and recruitment difficulties. Yet, without upskilling staff, institutions risk falling behind as AI becomes integral to the educational experience.
A moment to lead, not react
The good news? Generation Alpha still believes in higher education. They value it as a gateway to success - but their trust is conditional. It depends on whether universities can demonstrate relevance, responsiveness, and the ability to evolve with them.
For institutional leaders - particularly those in IT and digital transformation - this is a rare strategic moment. The systems, policies, and investments made today will directly shape whether these learners see universities as prepared, progressive partners or outdated institutions struggling to catch up.
Now is the time to lead with purpose and build an educational experience with digital resilience and creativity that’s ready for this truly tech native cohort.
September 2025
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