Gen Alpha is coming: what are three priorities for universities when resources are tight?  

This blog was kindly authored by Dr Steve Briggs, Director of Learning, Teaching and Libraries at the University of Bedfordshire. 

The start of a new academic year is often a time for reflection. This year, I anticipate that much reflective bandwidth will be dedicated to how to navigate the many challenges facing the higher education sector. For me, it is a little different.  

In a few years my children will be making decisions about higher education, and I find myself reflecting on how their generation will be different from previous cohorts. More particularly, in a context where there is unprecedented pressure to cut costs and find efficiencies, what should institutions prioritise to position themselves best for the arrival of Generation Alpha? 

Gen Alpha 

Generation Alpha is generally defined as those born in the early 2010s through to the mid-2020s, meaning the first members of the generation are likely to begin university around the end of the 2020s.  

Higher education institutions will already be at varied stages of preparedness for Gen Alpha students. Between now and 2030, there is a window of opportunity to refine policies, practices, services and infrastructure to position institutions to meet the expectations and needs of these future students. Given the significant financial challenges at many institutions, I suggest three priorities that should be possible without significant large-scale investment.   

Priority 1: Changing academic practices 

Course teams should be supported to reflect critically on the extent to which their existing teaching and learning methods and approaches will meet the needs of Gen Alpha learners. For example:  

• Blended learning – Gen Alpha have used virtual classrooms and digital learning environments throughout their schooling. As such, many Gen Alpha learners are familiar with blended learning approaches and may consider combinations of in-person and digital learning to be normal. I anticipate that this familiarity will translate into the expectation that blended and flexible learning will be standard practice when they enter university. 

• Gamification and game-based learning – These approaches are already familiar to Gen Alpha learners through school learning platforms, apps (such as those used to learn a new language) and gaming platforms. I suggest that universities will increasingly need to consider how appropriate aspects of gamification might be integrated into learning experiences. This might include increased usage of virtual badges, credentials and progress indicators.  

• Information consumption – Gen Alpha is the first generation to have grown up immersed in digital technologies, including smart devices. Digital content is routinely packaged in condensed formats that combine visuals, sound and text. As such more traditional learning resources may need to be made more accessible to Gen Alpha, whilst still supporting the development of independent and critical thinking skills required for higher education studies. 

Supporting course teams to enact such changes could be made a priority for a centralised learning and teaching unit. This focus could frame the provision of future academic development opportunities.  

Priority 2: Optimising existing systems  

Existing university systems may already have the functionality that would support Gen Alpha learners. However, this may not be fully utilised. For instance: 

• Personalisation – Gen Alpha are accustomed to digital environments that can be customised to reflect personal preferences. Many digital platforms provide recommendations based on user preferences and behaviours. Such experiences will likely influence expectations of personalised learning in higher education. For instance, students may expect to be able to adapt learning materials to meet individual preferences, such as converting a lecture recording into personalised, bitesize learning materials or a podcast. 

• AI as basic infrastructure – By 2030, AI is likely to have become part of basic infrastructure underpinning many aspects of society. Universities will therefore need to consider how their systems and approaches can keep pace with how Gen Alpha uses AI. I anticipate that this will include the mainstream provision of AI-enabled virtual tutors, assessment chatbots and automated feedback systems. Many digital learning systems are developing AI functionality that will be made available under existing licence agreements. It is critical that institutions are quick to evaluate and, where appropriate, leverage such developments.  

Learning Technologists would be able to work with course teams to review, and potentially to update existing approaches. Where required system developments are not forthcoming, institutions should seek to ensure they have representation on product user groups so that they can lobby for developments that will support their operations to be included in product roadmaps.   

Priority 3: Strengthening preventative well-being support 

The World Health Organisation estimates that 14.3 per cent of 10- to 19-year-olds globally experience mental health conditions, although many remain unreported and untreated. Mental health is a well-established priority for universities. Looking ahead, I anticipate that support will need to continue to be prioritised to meet the needs of Gen Alpha: 

• Global challenge – Since 2013, there have been multiple events that have had transformative impacts on society. These include the pandemic, geopolitical instability, climate events and technological advancement. Gen Alpha has therefore grown up in a period of significant and sustained change. These experiences may foster resilience, flexibility and social responsibility. Equally, living through periods of uncertainty and disruption may contribute to anxiety and other mental health challenges. Further, while technology is affording more opportunities for personalisation, it too may contribute to feeling less belonging and loneliness.  

• Social media ban – The social media ban for under-16s may significantly change how young people socialise in-person and online. The transition may be particularly disruptive for older members of Gen Alpha who previously relied on social media as a primary means of communication and social connection. Regardless of the outcomes, it will be critical that universities consider and respond to whatever changes emerge in social norms, peer-to-peer communication and how student belonging is fostered.  

• Careers – We are at the start of an AI revolution. This has the potential to transform the nature of work, particularly disrupting traditional ‘white-collar’ professions. Universities must ensure that students are empowered to navigate this context. This will particularly need consideration of how to support more fluid and non-linear approaches to career planning, potentially in contexts of limited job security and the emergence of jobs that do not yet exist. For some, future careers options and aspirations could be a significant source of stress and anxiety.  

Given resourcing challenges are likely to persist and capacity to invest in student support may remain limited over the coming years, institutions should consider whether additional preventative measures could be built into courses so that student support teams have capacity to provide targeted support to those with the greatest needs.  

Positioning for success  

Delivering these priorities will require centralised services, course teams and students to work together to co-create learning approaches and the wider student experience. Whilst this should not require substantial resources, it will need to be factored into institutional strategy and workload planning. The priorities discussed are very much intended to be illustrative rather than exhaustive. It is my hope that the reflections will spark both further discussion and potentially debate.