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Abstract
The integration of Generative Artificial Intelligence into higher education represents a structural transformation in how knowledge is created and transmitted. This paper argues for a shift from a “replacement” mentality to an “enhancement” approach, where AI challenges and elevates unique human skills. Drawing on evidence from the OECD and UNESCO, it explores the “mirage of false mastery”, where immediate performance gains can mask the erosion of deep learning and critical thinking. To mitigate these risks, the paper advocates for a “Slow AI” strategy - using AI as a Socratic partner to refine creative thinking rather than an oracle for quick answers. Furthermore, it emphasizes the necessity of developing “hybrid human-AI skills” to address the digital skills gap, where only 56% of Europeans currently possess basic digital literacy. The conclusion proposes a move toward “pedagogical sovereignty” through specialized “EdGPT” models and “Teacher-AI Teaming” to ensure that universities foster critical hybrid intelligence rather than passive technological execution.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Editorial
Journal of Digital Educational Technology, Volume 6, Issue 2, October 2026, Article No: ep2613
https://doi.org/10.29333/jdet/18853
Publication date: 25 Jun 2026
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