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Is the current UU education model resilient to the changes in our world? And what are the biggest challenges facing lecturers and students in the coming years? Some eighty education directors, deans, vice-deans of education, policy officers and other colleagues pondered these questions on 18 and 19 June at the annual 24UUrs conference, organised by the Centre for Academic Teaching and Learning.

In various workshops, participants discussed topics such as impact on student welfare, the influence of artificial intelligence on education and what strategic choices and ethical dilemmas the university faces. In this report, we take you through the twenty-four hours with summaries of some of the workshops at the end.

The world dominates Europe

The conference was opened by NRC columnist and Europe expert . She shared her perspective on the world we now live in. Using La crise de l'esprit by French poet and philosopher Paul Valéry, she takes attendees back over a hundred years to the time when European superpowers determined what happened in the world. According to De Gruyter, in our time it is the other way round: the world dominates Europe. And that, she says, is why we need to bet on the brain, the ability to think.

Europe should not rely on brute force, because militarily it cannot defend itself sufficiently. That is why knowledge is so important, according to De Gruyter, and that is where universities play a crucial role. Europe, for instance, is attracting more and more investment now that America is losing ground due to political instability. Large funds are shifting to European climate and innovation projects. This offers huge opportunities for universities and research, according to De Gruyter.

Consultative roulette

After two rounds of workshops, participants will meet again in the plenary hall at the end of Wednesday afternoon. There follows a consultative roulette. Participants are allowed to give their opinions on two propositions. The first is: Which of the following themes do you think poses the biggest challenge for UU in light of the changing world order? Most put their chit on the game board at artificial intelligence and academic freedom. The second proposition is: The updated education model provides sufficient tools to deal with the changing world order in education. Most attendees have confidence in the education model and think it is up to the task.

With drinks in the sun and then a joint dinner, the first day ends.

A time journey on Thursday

Thursday morning starts with the session “From Magic Lantern to AI”, hosted by Elzelien van Buuren, head of Audiovisual and Media Productions at UU. Her presentation will stimulate the senses of those in the room with a mix of images, sound and content.

After Elzelien introduces co-host Anita, an AI tool, she takes the audience on a time journey of media and technology. From writing, printing and industrialisation to AI, each time innovations were accompanied by concerns. People feared memory loss through writing, distortion of knowledge through printing, and people feared losing their jobs through the introduction of machines - worries with a kernel of truth.

A highlight was the role-play in which Anita as Christiaan Huygens talks about the invention of “his” Magic Lantern. Although meant for wonder and imagination, academics called it “deception”. Anita then leads the audience past further milestones: film, TV, overhead projectors, computers, the internet and smartphones. Many inventions that have impactfully changed our lives. Image calling, the most normal thing in the world since corona, also passed by.

Finally, Elzelien outlines two scenarios for 2035. In the Black Mirror scenario, the university has disappeared. Instead, in the Pixar scenario, it flourishes through smart use of AI, with policy automatically tested against the strategic plan via prompts. Her message: we are at a turning point - and influencing the direction.

A final roulette

After a new round of workshops, the conference concludes with a final consultative roulette. Everyone has gained new insights over the past 24 hours. What do they answer to the biggest concerns and challenges now? Artificial intelligence is still number one, but less prominent. And again, the stakes are high for academic freedom. And the education model? That still has the confidence, with some also stating: yes, but...

Closing by the rector

Wilco Hazeleger, the new rector of Utrecht ľ�ϸ���Ӱ��, is at the 24Urs Conference for the first time. On Wednesday, he looks back: "It is a sunny day, in many ways. The commitment and enthusiasm of colleagues from all faculties is very high. You see here how university staff form a community. Incredibly beautiful to experience that." The rector had a hard time choosing between the workshops, after all, he says, they are all important and interesting.

The involvement and enthusiasm of colleagues from all faculties is very high.

Wilco Hazeleger has gained many insights, but also has concerns, which he reiterated in plenary on Thursday during the closing session: ‘Everyone who was at the conference now knows that the Utrecht education model is the chassis, the next step is to tell colleagues and students about it and to propagate it together.’ He says the model provides frameworks, but you never quite know what the future will look like. With what we know now, we show what we think is important, the rector said.

Some of the workshops

Attendees could choose from no fewer than 11 different workshops. We highlight some of them.

Universities in a changing world order: strategic choices and ethical dilemmas

This workshop addressed the changing geopolitical world order, rising nationalism, democratic decline and growing distrust among students. People experience tension between maintaining academic freedom and adapting to societal pressures. Dialogue, diversity and inclusion require courage and a clear ethical compass. Universities need to step out of their bubble, connect with society and redefine their role without losing their core values. A long-term vision, based on academic freedom and ethics, is essential to remain relevant and resilient.

Lively discussion during workshop “Learning with Impact”

In the workshop “Learning with Impact”, participants explored how Community Engaged Learning (CEL) can contribute to developing graduate attributes, such as critical thinking and dealing with social issues. The main features of CEL were examined: collaboration with at least one external partner, direct interaction between partner, students and teachers, focus on social issues, and reflection as a core component. Links were also made to the updated education model and inspiring practical examples were shared. The lively discussion left too little time to delve deeper into the question of how to structurally integrate CEL into one's own curriculum.

Offer openness and engage in conversation

When introducing the workshop “Education for professionals: a second chance for inclusive education with impact”, it is immediately clear that this form of education is ideally suited to UU's updated education model. For example, the reciprocity with participants and society and the interdisciplinary nature of this form of education.

One of the participants cited a number of examples, including that of a student who was studying for a professional education from an intermediate vocational school via a higher vocational school. How do you make sure that student connects and feels at home at UU? They tend to look up to the university, they do not dare to move freely and can sometimes lose connection as a result. Offering openness, talking to each other and good guidance are essential here. To ensure that the student feels: I belong.

Social developments and students' perspectives

Students are under pressure from financial worries, housing shortages, social media and high expectations. At the same time, they face political tensions, hate speech and war, which calls for safe, open communication and customisation from the university. This workshop stresses the importance of teaching students that an opinion can change and does not equal identity. Diversity in learning styles, space for sensitive topics and aftercare are essential. Therefore, it is important that lecturers communicate clearly about their approach (e.g. explain why a course has certain work formats and testing) and encourage students to dialogue and put things into perspective. And a student is allowed to make mistakes. Acknowledgement and humanity are crucial for a healthy learning environment.

Challenges: The doing of emotions in facing the Grand Challenges ahead

This session highlighted the importance of emotions and relationships in education and in facing societal challenges. Emotions are fundamental to learning: after all, thinking and feeling are inextricably linked. Yet this emotional experience of students is often ignored.

Safe spaces can provide comfort, but they can also suppress critical voices and thus hinder learning. Therefore, there is a need for brave spaces in which discomfort is accepted. Critical emotional awareness and emotional literacy are essential.

Several tips came out of this workshop: name discomfort during lectures and learn to deal with emotional complexity. Keep the discussion groups small, ask lots of questions and use TikTok videos that you watch and discuss to get the dialogue going.