This paper explores the subtle yet profound transformations occurring in higher education as a result of advancements in artificial intelligence (AI). This paper critically examines the implications of GenAI for teaching, learning, assessment, and institutional policy. Through an interdisciplinary lens, the study explores how AI challenges traditional academic practices while offering opportunities for innovation. Key themes include the redefinition of digital literacy into algorithmic literacy, the ethical dilemmas facing educators and students, and the growing urgency to address digital inequality. The paper highlights the need for proactive institutional strategies that balance innovation with integrity, calling for inclusive policies, ethical frameworks, and the development of critical AI literacies. This article positions GenAI as both a disruptor and enabler, offering strategic guidance for how higher education institutions can navigate and evolve amid rapid technological change.
Sejdiu et al. (Fri,) studied this question.