In October 2025, the London School of Economics Impact Blog published my latest article:
Are we teaching students AI competence or dependence?
AI tools have led to a mismatch between current teaching and learning practices and their evaluation. Arguing that this enables the performance of learning without actual knowledge, Thorsten Fröhlich suggests higher education should prioritise the ‘meta-cognitive’ skills needed to understand and evaluate the outputs of generative AI.
The piece draws from my competencies framework,
A Mission Statement for Higher Education in the Age of Generative AI
🔗 Blog post: Are we teaching students AI competence or dependence?
Feel free to share it with anyone involved in supervision, academic skills training, or research education. Discussion welcome.
