Leadership Spotlight Interview with Ghassan Aouad, Chancellor of Abu Dhabi University
Academic Perspectives
Dr. Khouloud Salameh on AI, Quantum Computing and Beyond
Institution Profile University of Wollongong, Dubai
Special Topics
The Rise of Virtual Exchanges and Why They’re Here to Stay Trends
Edtech Trends to Watch in 2025
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Editor in Chief
Curious about how language barriers impact higher education? Discover how UniNewsletter is transforming access to educational information and fostering genuine connections between students and institutions. Read on to learn more!
With nearly 30 years of experience as a marketer and student recruitment strategist for multiple international institutions, our founder, Mohammed Hettini, had long recognized some of the most impermeable barriers to accessibility, inclusivity and comprehensive information dissemination in higher education. During the course of numerous international visits, roadshows and exhibitions he noticed that without the assistance of a translator audience interaction would have been impossible. Mr. Hettini wondered how many opportunities for authentic connections and knowledge exchange had been lost due to a lack of infrastructure to support linguistic diversity, thus, reciprocal understanding. Born from this seemingly perpetual concern, however, was the idea for a
UniNewsletter: Bridging language barriers in higher education, fostering connections, and empowering students globally “ “
platform that would allow people to access information and learn in their native languages, thus ensuring better engagement and understanding: UniNewsletter.
It is our sincere delight to welcome you to the inaugural edition of our magazine, which has been many years in the making. Our mission at UniNewsletter is to create a platform where students from targeted regions can easily navigate and find information about universities, scholarship programs and current trends in higher education—all in their native languages. By removing the problem of language barriers, we aim to foster unambiguous connections between students and institutions, empowering students to make informed decisions about their educational futures.
Additionally, as Mr. Hettini’s many years of operating strategic international student recruitment campaigns and events illuminates, one of the imperatives for the future success of universities is to enhance their visibility in the eyes of a global audience. By showcasing institutions’ achievements and offerings in multiple languages, we help universities build their brand awareness and attract a diverse pool of international students. Not only does this
approach benefit the students, but we also aim to support the sustainability of the higher education sector by promoting a representative mix of global voices.
In each issue of UniNewsletter, readers can expect us to cover a wide range of topics relevant to students and higher education institutions alike. One of our key features is our regional focus. Each issue will include a dedicated section that highlights the unique educational landscapes of regions such as the MENA region, the CIS region, South Asia, Africa, Latin America and more. Through these regional spotlights, we will showcase innovative approaches to higher education and provide a platform for
local voices to be heard. This approach not only enriches our content but also ensures that we are addressing the specific needs and interests of our diverse readership.
In addition to regional coverage, UniNewsletter will feature leadership spotlights, where we interview prominent figures in higher education about their perspectives on educational policies and other pertinent topics, such as technological innovation—as we have covered in this first issue. These interviews will provide readers with valuable insights from thought leaders and experts in multiple fields, offering a deeper understanding of the challenges and opportunities facing higher education today.
Furthermore, we will feature articles discussing (but not limited to): trends in higher education; academic and industry voices who will discuss research, academic programs, student employability and more; special topics; academic programs; and scholarship opportunities. Our goal is to provide valuable insights and information that help students make informed decisions and stay updated on the latest developments in higher education. Through our multilingual approach, we aim to make this information accessible and engaging for all.
UniNewsletter is more than just a publication; it is a mission-driven initiative born out of a genuine desire to make higher education more salient and inclusive. We are committed to serving you, our readers, by bridging the higher education communication gap and empowering students and institutions alike through our (net)work. We invite you be part of the transformative impact that UniNewsletter aims to achieve.
Virtual Exchange, defined by Robert O’Dowd, Professor of English as a Foreign Language and Applied Linguistics at University of León, Spain, as “students from different cultural backgrounds working together in online networks,” has been integral to foreign language learning programs for decades. The Department of Modern Languages and Literatures at the University of Miami, US, for example, piloted their own Virtual Immersion Program in 2011, whereby students converse over video conference with students from international institutions in their target language (Portuguese, Spanish, French, Arabic, Chinese, German, Hebrew, Italian and Japanese). However, the topography of VEs and their prominence within Higher Education Institutions (HEIs) has been irrevocably altered since the beginning of the COVID-19 pandemic in 2020.
-Robert O’Dowd “
Out of necessity, to try and provide students with a learning experience comparable to in-person learning, a variety of virtual programs—including exchanges and co-taught classes by international educators—were adopted by campuses all over the world. Universities, however, seem to be heeding Dowd’s critique that “Virtual Exchange is not an ‘emergency tool’ to be considered only in times of pandemics and limited international travel.” Rather, VE programs are rapidly expanding globally, and there are indications they’re here to stay.
Virtual Exchange is not an ‘emergency tool’ to be considered only in times of pandemics and limited international travel
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Even once COVID-19 imposed lockdowns were lifted and in-person classes resumed, college campuses felt surreally quiet and lacking the usual buzzing energy and excitement that we typically associate with spaces where young people learn and socialize. It took quite some time before campus life began to truly feel ‘normal’ again, and once it did, it seemed that there was a push to make up for lost time and engage in as much in-person, immersive learning, socializing and cultural exchange as possible. However, while once deployed as a temporary measure, the benefits of VEs became so palpable that many institutions have continued to offer—and even, create—these programs. Yoav Wachsman, Professor at Coastal Carolina University, US, highlights VEs have several benefits for universities and students alike, such as “low cost, more capacity, no visa
restrictions, and more flexibility.” VEs are particularly lucrative for universities as they require no physical space and traditional caps placed on student enrollment do not apply to the same extent.
Additionally, one of the biggest barriers to student participation in international exchange programs is economic inequality. It is unfortunately the case that many students are simply unable to participate in in-person exchange programs because of lack of funds, limitations on travel—such as family dependence on the student—not to mention stringent visa restrictions that prevent students from travelling, even when there are no financial barriers. The demographics of students who are excluded from these exchange experiences poses a problem for the inclusion of diverse and inclusive voices in education. In 2022, UNESCO released a report, “Moving minds: Opportunities and challenges for virtual student mobility (VSM) in a post-pandemic world,” which outlines that virtual student mobility (VSM)—as opposed to the traditional crossing of international borders to obtain different educational experiences—has the potential to democratize education. Erasmus+ and European Solidarity Corps, in fact, created a diversity and inclusion strategy for 2021-2027 to prioritize making their programs accessible to all, including individuals with fewer opportunities due to social, economic, cultural, geographical or health-related barriers.
Aside from the democratizing aspects and other benefits of VEs, designing and running high quality programs is simply becoming easier for universities. The Stevens Initiative, which was established in 2014 to promote VE and gather funding for organizations
Technological advancements and trainingglobal initiatives are making ExchangesVirtual a lasting component of education
to administer VE programs between youth in the US, North Africa and the Middle East, has since launched the Virtual Exchange Academy to train educators how to begin their own exchange programs. The Academy aims to “mobilize education and exchange leaders in driving virtual exchange adoption in their local communities and networks.” In 2022, the Academy trained over 80 education leaders from 19 countries and territories, including individuals from North, East and West Africa, the UAE and South America. Once completed, graduates are eligible for exclusive funding and mentorship benefits. UNICollaboration, similarly, offers VE-training specifically geared toward the European market. Both the breadth and success of these trainings suggests that the investment in VE is growing on a global scale.
Virtual Exchange programs offer universities low cost and greater flexibility
In addition, technological advancements are dramatically transforming the VE experiences of the past, which almost exclusively relied on basic video conferencing software alone. Edtech developments are making VE experiences more comparable to traditional in-person exchanges, thus increasing their popularity. Virtual Reality technologies, in particular, create thoroughly immersive environments, which allows students to collaborate and learn with their international classmates in virtual, interactive classrooms. These student collaborations are also enhanced by the expanding features of companies such as Zoom and Coursera. Zoom now offers features such as ‘Immersive View,’ which simulates a classroom setting, and additionally offers real-time language translation and interactive features such as polls, quizzes and virtual
hand-raising. Coursera also offers translation services, as well as collaborative features such as enhanced peer-review systems that enable students from different countries to work closely together on assignments.
In conclusion, in our increasingly globalized higher education landscape VE offers the promise of equalizing access to learning experiences that would have previously excluded large student populations, simultaneously providing universities with a low-cost way to engage in inter-cultural knowledge exchange. What remains to be seen—given the way that VE programs are increasingly structured around new technologies—is how the ‘digital divide’ can be reduced over time and open up these opportunities even further.
Dr. Khouloud Salameh
Imagine an educational environment where technology transforms learning. At AURAK, we're advancing education with AI, robotics, and quantum computing, preparing the leaders of tomorrow. Join us in this educational revolution!
As an Associate Professor and the Chair of the Computer Science and Engineering Department at the American University of Ras Al Khaimah (AURAK), my consistent goal has been to equip students with the necessary skills to not only adapt to the swiftly evolving technological landscape, but to also be the innovators driving that change. Leveraging my expertise in computer science, especially in digital ecosystems and data representation, my professional focus has been on integrating advanced technology into research and teaching.
It's really cool that AI-powered personalized learning systems can adapt to each student's specific needs
I believe that technology should not only enhance traditional educational methods, but revolutionize the entire learning experience. I view technology as a driving force for creating a more interactive and effective educational environment. This is achieved through the integration of new technologies into our department's operations, classroom settings and individual research projects.
Here at AURAK, one of the primary ways by which we integrate technology is the effective use of innovative laboratory facilities. For instance, our state-of-the-art AI laboratory features high-performance computing clusters, AI workstations, robotics kits and IoT devices. These resources enable students and faculty to engage in hands-on learning and conduct innovative research.
Many technologies have revolutionized our course delivery at AURAK, resulting in more personalized and adaptive learning experiences. For
Khouloud Salameh
I believe that technology should not only enhance traditional educational methods, but revolutionize the entire learning experience “ “
example, adaptive learning is facilitated by AI tools, which offers students personalized resources and feedback based on their individual progress. In addition, our focus on establishing industrial liaisons has allowed us to offer our students the opportunity to work on real-world projects. One notable project with RAK Municipality involved students utilizing artificial intelligence to forecast energy consumption patterns in buildings. Additionally, our capacity to train sophisticated machine learning models and process large datasets has been substantially enhanced by AURAK's investment in the DGX A100 high-performance computing system. This system has not only improved the quality of our research projects, but has also provided students with invaluable hands-on experience working with industry-standard tools—such as training deep learning models on large
Globally recognised French degrees accredited by the UAE
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• 25 undergraduate and postgraduate programmes
• Programmes taught in French, English and Arabic
• 45 Researchers
• International student exchange program
• Excellence scholarships
• Diverse student population of 90+ nationalities
• In Abu Dhabi, named safest city in the world
SCHOOL
In our debut issue, discover how universities worldwide are transforming learning with cutting-edge technology. Read about innovations in the MENA region, East Africa, the Indian Subcontinent, and more. Get inspired and join the educational revolution!
One of the primary goals of UniNewsletter is to serve as a platform for news, knowledge and dialogue exchange between an engaged global audience. We take pride in highlighting and sharing the diverse contributions to knowledge, innovation and leadership of institutions all over the world. This inaugural issue of UniNewsletter, “Technological Innovation in Global Higher Ed,” take its title from this featured article which foregrounds the work of institutions in the MENA region, East Africa, the Indian Subcontinent, the CIS region and Latin America to develop and incorporate technologies that are shifting the textures of the higher education landscape. We
sincerely hope that our readership, prompted by these short overviews, is inspired to make connections with global partners who are motivated by the same intellectual pursuits and causes for revolutionary innovation.
Universities in the MENA region are heavily investing in making their campuses as environmentally sustainable, secure and streamlined as possible—including prioritizing services that offer enhanced support and convenience for students. Both
UniNewsletter highlights global innovations transforming higher education and fosters international connections
Khalifa University, UAE, and the University of Jordan, Jordan, have developed campus assistance mobile apps, for example, that use smart technology to make campus life as convenient as possible. Khalifa University’s app provide students with instant access to information about schedules, campus events and academic resources, and the University of Jordan’s app integrates information related to course registration, library access and campus navigation. Many universities in the MENA region, including United Arab Emirates University (UAEU), UAE, and Qatar University, (QU), have leveraged IoT technologies to create connected and responsive learning environments. Classrooms feature smart boards and interactive displays, which enhance the learning environment and facilitate real-time
student engagement and collaboration. In addition, the American University of Beirut (AUB), Lebanon, has invested in VR and AR technologies to create immersive learning spaces, allowing students to engage in virtual labs and interactive simulations. It is apparent that universities in the MENA region are displaying a deep commitment to remaining at the forefront of advances in Smart campus technologies.
The ways that universities in East Africa are leveraging technologies to support collaboration and support for their
communities is truly notable. The University of Rwanda, Rwanda, for example, has developed a digital health education platform that integrates telemedicine and online courses for medical students; on top of supporting continuous professional development, they are also addressing the healthcare needs of the region and improving public health outcomes. Additionally, the University of Nairobi, Kenya, has developed a community engagement platform that uses mobile technology to connect students with local communities for civic engagement projects. Both Makerere University, Uganda, and Strathmore University, Kenya, have—in different ways—invested in technologies that aim to secure the futures of research
and entrepreneurship in their regions. Makerere University has established an innovation hub that leverages AI and data analytics to support interdisciplinary research collaborations between students, faculty and industry experts; they aim to create solutions to regional challenges while promoting a culture of research and development. Meanwhile, Strathmore University has created a virtual business incubation platform that offers online mentorship, funding opportunities and networking for aspiring entrepreneurs. The platform supports young people as they to develop their business ideas and connects them with investors who can help bolster economic development in the region. Lastly, Addis Ababa University, Ethiopia, is using solar-powered digital
classrooms to ensure access to educational resources in remote areas that struggle with frequent power outages. Though diverse in approach, collectively universities in East Africa demonstrate a commitment to safeguarding the futures of their communities.
Strategizing upon and tackling recurrent local environmental challenges using technological innovations is characteristic of the goals of universities in the Indian subcontinent. Responding to the frequent natural disasters that occur in the region, BRAC University, Bangladesh, offers spe cialized programs in disaster manage ment. The programs utilize simulation technologies and GIS mapping to train students with the practical skills to manage and mitigate disasters. Lahore University of Management Sciences (LUMS), Pakistan, is aiding local farmers by increasing agricultural productivity and promoting sustainable farming practices to ensure the future of industry. LUMS has introduced agritech programs that lever age precision agriculture technolo gies—including drones and soil sen sors—to improve crop yields. The Indian Institute of Technology (IIT) Madras, India, is addressing water scarcity in rural areas; their tailored advanced water manage ment systems, which are powered by IoT and AI, provide sustainable water solutions locally. The focus of the University of Dhaka, Bangladesh, has been on establishing renewable energy programs. In a bid to promote the adoption of clean energy and reduce the use of fossil fuels in local communities, the University of Dhaka has innovated solar and wind energy solutions that are specifically adapted for local deployment. By starting with the unique needs of the communities around them, universities in the Indian subcontinent are poised to excel at delivering highly adapted solutions to national and global challenges.
The digital divide, or the unequal access to digital technologies such as the internet and digital literacy training, is a global concern. Using technology and reform policies, institutions in the CIS region have been making concerted efforts to dismantle the digital divide in their region. Tbilisi State University, Georgia, is working with government and industry partners to advocate for digital inclusion policies that will promote digital equity, support technological advancements in education and ensure that all students have access to digital resources. Similarly, the National University of Science and Technology (NUST) MISiS, Russia, is leading efforts to
integrate digital technologies into the curriculum, supported by policy reforms that mandate digital literacy and technology use in education. These reforms ensure that students are equipped with essential digital skills, promote the use of innovative teaching methods and drive systemic changes in educational policies across the region. Nazarbayev University, Kazakhstan, is investing in its digital infrastructure by providing high-speed internet access, modern IT facilities and a cloud-based learning management system (LMS). Their goal is to improve connectivity and infrastructure by enabling remote learning, facilitating access to digital resources and supporting innovative teaching methods. Lomonosov Moscow State University, Russia, is reducing geographical barriers by providing high-quality education and digital resources to students who might otherwise lack access through the development of a robust online education platform, MSU Online. Overall, the efforts of universities in the CIS region to democratize access to technology is a hugely important investment in the future of their population and region as a whole.
A way that universities in Latin America are ensuring the future of technological inno vation is by investing in programs to equip the next generation with the tools needed to pioneer the breakthroughs of tomorrow. Both Universidad de Chile, Chile, and Universidade Estadual de Campinas (UNI CAMP), Brazil, have invested resources into bolstering STEM education in their institu tions. Universidad de Chile launched a nationwide STEM initiative in collaboration with tech companies to provide students with hands-on experience in areas like robotics, coding and engineering. The initi ative is expected to foster a culture of con tinuous innovation and adaptation to emerging technologies, the graduates being likely drive technological advance ments and entrepreneurship in the future and contributing to economic growth. Similarly, UNICAMP’s STEM education center offers workshops, seminars and mentorship programs to foster student interest and skills in science and technolo gy. In terms of nurturing the entrepreneuri al acumen necessary to drive technologi cal success, both Universidad del Rosario, Colombia, and Universidad de São Paulo (USP), Brazil, have demonstrated invest ment. Universidad del Rosario created the “Innovation and Entrepreneurship Center,” which supports student startups with mentorship, funding and access to state-of-the-art facilities. The center hopes to facilitate the growth of innovative future startups. Additionally, USP devel oped the “Cubo Itaú” innovation hub in partnership with Itaú Bank to foster entre preneurship and provide resources for student-led startups. The efforts of these Latin American institutions are vitally important contributions to both closing the skills gap and providing future innova tors with the entrepreneurial business skills needed to launch the tech products of the future.
Latin American universities are investing in STEM and entrepreneurship to drive future technological innovation “
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Professor Ghassan Aouad Chancellor, Abu Dhabi University (ADU)
Professor Ghassan, first we would like to thank you for speaking with us in this inaugural issue of UniNewsletter. Could you please outline for our readers your research and leadership background and how this brought you to your current position as Chancellor of Abu Dhabi University? Thank you for the opportunity to share a bit
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At the core of my leadership philosophy is a deep respect for the transformative power of knowledge, critical thinking and intellectual curiosity
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about my background and journey to my current role as Chancellor of Abu Dhabi University (ADU). My research and leadership experience spans over three decades, during which I have dedicated myself to advancing the field of construction engineering and management and promoting innovative solutions to global challenges. My career has spanned several academic and leadership
positions in the United Kingdom, UAE, Kuwait and Bahrain. I’ve been fortunate to achieve a number of accolades, such as successfully supervising 24 PhD students; authoring 3 major research books; generating more than £10M in research funding; publishing 92 papers; and delivering my research in more than 40 countries.
My educational journey began at Beirut Arab University in Lebanon—my home country—where I completed my Bachelor’s degree in Civil Engineering. From there I got my MSc in Construction, and then my PhD in Construction Management and IT from Loughborough University in the UK; my thesis is entitled “Integrated Planning Systems for the Construction Industry.” Much later, in 2016, Loughborough University also awarded me an Honorary Doctorate in Technology. After working in the UK for many years I decided to broaden the geographical reach of my academic leadership and take on positions in UAE, Kuwait and Bahrain, respectively.
In January 2023, I was offered the prestigious opportunity to become the Chancellor of ADU, working with a visionary chairman, Dr. Ali Aldhaheri. I was drawn to ADU's commitment to excellence, its ambitious vision for the future of higher education and its strategic location at the crossroads of the Middle East, Asia and Europe. I am truly excited to bring my global expertise and collaborative approach to this new role, and I look forward to working with the ADU community to realize our shared aspirations for the university and its impact on the region and beyond.
This issue of UniNewsletter focuses on how technology is changing higher ed globally, from classroom experience to administration and security. You have previously expressed your concerns about how technology can negatively impact health due to excessive screen time, lack of mobility etc. How do you think current and emerging
classroom technologies, such as screen-based learning apps and AI tutors, can be embraced while not contributing to the health issues you highlighted?
Thank you for this insightful question. I have always expressed concerns about the negative impacts that excessive technology use can have on physical and mental health. However, I also recognize the significant potential benefits that emerging classroom technologies can offer in enhancing the educational experience and learning outcomes for students. I believe that, when thoughtfully and strategically implemented, technologies such as learning apps, AI tutors and other digital tools can make educational content more engaging, personalized and accessible.
To embrace these beneficial classroom technologies while mitigating potential health risks, I would suggest that balance and proactive safeguarding procedures are key. For example, regular breaks where students can stand, stretch and engage in physical activity away from screens must punctuate the learning process. I think it’s possible for institutions to leverage the power of innovation while simultaneously practicing caution.
As someone with extensive experience as a teacher, what are your thoughts about emerging AI technologies that have the potential to streamline administrative procedures for teachers, such as generating progress reports, predicting grades etc.?
I think it’s possible for institutions to leverage the power of innovation while simultaneously practicing caution “
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Advocates for the technologies have suggested that these tools are valuable methods of avoiding teacher burnout; whereas critics have suggested that these tools detract from the necessarily intense attunement teachers must have with their students in order to educate them effectively.
You raise an important topic. On the one hand, I see the value in leveraging AI to automate certain time-consuming processes. This could indeed help alleviate some of the administrative burdens that contribute to teacher burnout, allowing educators to focus more of their time and energy on the core aspects of teaching and student engagement. However, I also share the concerns expressed by AI critics. The deep understanding of each student's unique needs and learning styles is essential for effective instruction and meaningful student support. There is a valid fear that over-reliance on AI-generated insights could diminish the teacher's ability to maintain that vital, personal connection with their students. My view is that teachers must be thoughtful about how to responsibly integrate these emerging AI technologies into the education system. The key is to ensure that these tools are designed and implemented in a way that augments and enhances the instructor’s
role, rather than replacing the human element altogether. By striking the right balance and maintaining the human touch, we can leverage the efficiency and insights offered by AI technologies while preserving the magic of the teacher-student connection that is so essential to quality education. This is the delicate path we must navigate to realize the full potential of these emerging tools in a way that empowers, rather than replaces, our devoted educators.
On the topic of your teaching and mentorship experience, how would you characterize Gen Z as a generation of learners?
As an educator with extensive experience spanning multiple generations of learners, I have had the privilege of observing the evolving characteristics and learning preferences of each generation, and most recently those of Gen Z.
Gen Z has grown up immersed in a world of digital technology, social media and online information. They are highly adept at navigating the digital landscape and expect learning experiences to be tech-enabled, interactive and structured around peer-to-peer interaction. Additionally, Gen Z is the most racially and ethnically diverse generation in history, and subsequently they have a strong sense of social justice and
expect learning environments to be inclusive, equitable and reflective of diverse perspectives.
Having gone through the COVID-19 pandemic in formative years of their education, many Gen Z students also experience heightened levels of anxiety, depression and social isolation due to the disruptions the pandemic had on their academic, social and personal lives. I believe we can learn from this generation and have a crucial opportunity before us to lay the foundation for a future where mental health is prioritized and supported throughout the educational journey.
I believe that by being responsive to the unique needs and preferences of Gen Z learners, we can create educational environments that not only engage and inspire them but also empower them to become the innovative, socially conscious leaders of tomorrow.
Your public writings, such as your LinkedIn posts, could be described as not only very thoughtful, but also philosophical in nature. Could you please describe for us your leadership philosophy and the key qualities you deem to be essential to a good leader?
I have given a great deal of thought to the qualities and principles that I believe are essential for effective and impactful leadership. At the core of my leadership philosophy is a deep respect for the transformative power of knowledge, critical thinking and intellectual curiosity. I firmly believe that the most effective leaders are those who cultivate an environment of lifelong learning, where individuals are empowered to explore, question and challenge the status quo. Some of the key qualities I deem essential for good leadership include vision and foresight, empathy and
I strive to inspire and empower those around me to embrace the same spirit of intellectual curiosity, ethical leadership and collaborative problem- solving “
emotional intelligence, adaptability and resilience, a collaborative mindset and—perhaps most importantly—ethical integrity.
My own journey as an educator has been guided by these principles, and I strive to inspire and empower those around me to embrace the same spirit of intellectual curiosity, ethical leadership and collaborative problem-solving.
Professor Ghassan, thank you so much for taking the time to speak with UniNewsletter. In closing, reflecting on your own inspiring career, what hopes do you have for the next generation of students, educators and leaders?
Thank you for the dialogue we’ve shared today. As I look to the future, I am filled with a profound sense of optimism and excitement. My greatest hope is that the individuals who will shape the world of tomorrow will be committed to lifelong learning and a deep appreciation for power and privilege of knowledge. I hope that the next generation of educators will be inspired to cultivate learning environments that foster critical thinking, creativity and ethical decision-making. I really do believe educators can inspire their students to become agents of positive change who are ready to tackle the complex challenges of the 21st century. And as for the future leaders, my hope is that they will be guided by a moral compass firmly rooted in principles of integrity, social responsibility and a steadfast dedication to serving the greater good.
I am eager to witness the transformative impact of the extraordinary individuals who will carry the torch of progress and innovation into the decades to come.
Editorial Team
According to the World Economic Forum, global expenditure on education is set to hit 10 trillion by 2030. Education Techology will account for a fair proportion of that spending, particularly in light of post-pandemic shifts in student expectations and technological advances that are shifting the parameters of how students learn. As Garrett, CEO of Sora Schools, a U.S.-based private online institution, states: “The societal changes unfolding before us, fueled by technological innovation and our evolving needs, compel us to reimagine the educational paradigm designed for a bygone industrial age.” The biggest takeaway to be gleaned from the pandemic-spurred global pivot to remote learning in 2020 was that traditional teaching methods and technologies, such as Learning Management Systems (LMS), are outdated and falling below the expectations of contemporary student populations— most notably Gen Z—who value individualized and user-centered learning platforms. Concurrent with the shifting educational demands of students came the advent of technologies such as AI, which has already had a palpable impact on teaching and learning, research and administration within higher education. In 2024, the worldwide market for AI alone is estimated to be worth USD 2.1 billion, reveals a market.us report. With the landscape and topography of edtech having opened so dramatically over the last few years, this article outlines what further innovations we should expect for 2025.
Riiid, a South Korean edtech leader, specializes in AI-powered personalized learning solutions. Also founded in 2014, Riiid's flagship product, Santa, offers adaptive study plans and real-time feedback tailored to individual learning styles and paces for students preparing to take the TOEIC English language proficiency exam, among others. Their AI tutor predicts performance and provides customized content to optimize outcomes. Partnering with universities globally, and heavily investing in Research and Development, Riiid promises for “growth to never end.”
Though Virtual Reality (VR) has been around for decades, enjoying popularity with the gaming industry for example, its potential for use in higher education has never been more relevant with the rise of both domestic and international virtual learning. Augmented Reality (AR), which integrates digital elements into a real-world setting, and VR, which creates a fully simulated environment, is projected to reach an overall market value of USD 38 billion by 2029, according to MarketsandMarkets.
VR/AR technology is already becoming the norm in many classrooms, and it is set to stay; it is revolutionizing areas like medical training, allowing students to explore the human body virtually and perform simulated surgeries, for example, before ever touching a patient.
Given the rise and popularity of Virtual Exchange pro- grams, VR/AR will also become an indispensable tool in connecting students around the globe. For example, Zhejiang University, China, and Harvard University, US, partnered on the Giza Project, leveraging VR to enable students from both institutions to collaboratively study ancient Egyptian
archaeology. Through VR-equipped classrooms, ZJU students can virtually explore the Giza Plateau alongside Harvard peers, attend expert lectures and participate in joint research projects. This initiative showcases the power of VR in creating immersive, interactive learning experiences, breaking down geographical barriers and fostering international collaboration in higher education.
VR/AR is revolutionizing education with immersive, global learning experiences
In this age of increasingly globalized education, where the international mobility of learners and teachers is greater than ever before, both the portability and authenticity of academic records and credentials is a pressing concern. Cases of document fraud for the purpose of gaining admission to international institutions are rampant, as are the frustrat-
ing time delays that often accompany traditional verification methods. Blockchain technology offers a revolutionary approach to these problems by managing and securing academic credentials and records using decentralized, tamper-proof ledgers. Universities create digital records on the blockchain, ensuring instant, secure and immutable verification of diplomas and certificates, which enhances security, transparency and efficiency in credential management.
Blockchain ensures secure, instant, and immutable verification of academic credentials “
A study examining the use of blockchain within the United Arab Emirates (UAE) higher education landscape con cluded that the incorporation of blockchain has been remarkably successful: “With an online lifelong graduate passport and improved edu cation services for continuing students, graduates, and alumni, UAE College has achieved increased satisfac tion and improved services,” state the writers.
In 2025 and beyond, block chain innovations are likely to include greater interopera bility between different blockchain systems, integra tion with AI for enhanced analytics and wider adoption by professional certification bodies, creating a unified and global standard for academic and professional credentials.
For many people, cloud computing has become so ubiquitous with modern life that we barely notice our use of these services; our mobile devices constantly back up to iCloud or Google Drive, giving us peace of mind that our precious data is safe. Cloud computing, which describes the internet-enabled use of networks of remote servers to store, manage and process data, is already revolutionizing higher education.
At the University of Oxford, UK, Oxford Nanopore Technologies utilizes cloud computing to manage and analyze massive genomics data in real-time, supporting cutting-edge research in genetics and molecular biology. Tsinghua University, China, employs cloud-based platforms like Alibaba Cloud to deliver online courses, enabling a flexible and scalable learning environment for students.
improve interoperability between different systems and facilitate more streamlined collaboration between institutions and researchers worldwide. In addition, cloud platforms will increasingly incorporate AI, which will both enhance research analytics and enable cloud-based learning systems to create customized learning paths for students.
The enhancement of student experience and sustainability are two of the most important considerations for Higher Education Institutions (HEIs) today. Arising from a demand for smarter, more efficient operations systems, the Internet of Things (IoT) provides real-time data through interconnected devices and enables precise control over energy usage, facility management and security systems. IoT thus improves both sustainability
safer, more responsive envi ronment, ultimately increasing the sustainability of universities for everyone.
The IoT is currently being used by King Abdullah University of Science and Technology (KAUST), Saudi Arabia, for example, for campus-wide environmental monitoring and energy management. By 2025, however, KAUST plans to develop IoT-based collaborative research platforms that will connect researchers across the globe, allowing data sharing and collaboration on scientific projects. In terms of individualized learning initiatives, the National University of Singapore (NUS) aims to develop IoT-enabled learning analytics platforms by 2025, which track student engagement and performance in real-time, allowing educators to tailor their teaching strategies.
Overall, 2025 promises to be a truly innovative and exciting year for all aspects of campus life.
Unlock your potential at the University of Wollongong in Dubai. As the first international Australian university in the UAE, we offer world-class programs and cutting-edge facilities. Discover what makes our diverse and innovative campus exceptional.
The University of Wollongong in Dubai was founded in 1993 and became the first international Australian university in the UAE.
Now we are part of a global brand, whose university complexes are located not only in Dubai, but also in Australia, Hong Kong, and Malaysia.
After 27 years of successful operation, our university now offers internationally recognised degrees with the following accreditations: Tertiary Education Quality and Standards Authority (TEQSA) – the Australian international agency for quality management and
regulation of higher education standards, the Commission for Accreditation of the UAE Ministry of Education (CAA), and the UAE Human Development Authority (KHDA).
The University of Wollongong Dubai's curriculum and teaching practices are fully aligned with those of the University of Wollongong in Australia, which is ranked in the top 1% of universities in the world (according to the QS World University Rankings 2022). Our institution offers over 40 degree programs, including undergraduate and postgraduate degrees,
Dubai: First Australian university in UAE, part of a global education brand
The University of Wollongong in Dubai is the top Australian university in the United Arab Emirates and currently has over 3,500 students from 108 nationalities and a global community of 152,000 alumni
covering 10 industry sectors such as engineering, business, information and computer technology, education, nursing, communication and media. The university's degrees are officially recognised by leading professional organisations, including the Association to Advance Collegiate Schools of Business (AACSB), the Chartered Institute of Personnel and Development (CIPD), the Association of Chartered Certified Accountants (ACCA), the Chartered Accountants of Australia (CPA), the Human Resources Institute of Australia (AHRI), the Chartered Institute of Marketing (CIM), the Chartered Institute of Management Accountants (CIMA), the Chartered Institute of Purchas-
ing and Supply (CIPS), the European Foundation for Quality Management (EFQM) and the Australian Computer Society (ACS).
The University of Wollongong Dubai team is a community of highly qualified academics. Our PhD faculty are recognised leaders in their fields of expertise and collaborate productively with colleagues and industry around the world. Our faculty are active in research in over 100 scientific and applied fields.
We are incredibly proud that many of our graduates have gone on to become successful around the world and have
made significant contributions to a variety of industries and professional fields at leading companies including Microsoft, GE, IBM, Deloitte, Fedex, 3M, Adidas, Amazon, Emirates, Etisalat, ADCB and Pepsico.
The University of Wollongong in Dubai offers international students the opportunity to transfer between the university’s campuses in different countries to gain a comprehensive and holistic higher education. All degrees are awarded in Australia.
In 2020, we opened the new University of Wollongong campus in Dubai, the so-called
“building of the future” - a purpose-built building of impressive size, over 20,000 square meters, located in the Dubai Knowledge Park area of the Emirate of Dubai. Cutting-edge technology, modern architecture and a combination of traditional and innovative learning spaces not only fully meet the needs of modern students, but also facilitate the research work of the academic staff.
The University of Wollongong in Dubai is the top Australian university in the United Arab Emirates and currently has over 3,500 students from 108 nationalities and a global community of 152,000 alumni.
