The Technology Revolution and the Future of Continuing and Adult Education

 

By Gary E. Miller (HOF 2004)

 

In the 19th and early 20th centuries, the Industrial Revolution spurred significant immigration and a shift of the U.S. population from rural to newly industrialized urban areas. These social changes, combined with the growth of a sustained industrial economy, revolutionized American higher education. State land grant universities opened to stimulate more productive agriculture; colleges expanded their curricula to prepare professionals for careers in new social science disciplines; and, as the postal service began to deliver mail to rural homes in the 1980s, a new delivery system—correspondence education—joined later by courses offered by radio and television emerged in many higher education institutions around the nation.

 

Today, we are at a turning point in the Technological Revolution. Over the past two decades, much has been done to use streaming media and other technologies to improve access to education at both the K-12 and university levels. However, the introduction of Artificial Intelligence is raising new questions about the skills and knowledge students across disciplines need to develop to function in an increasingly technology-driven culture.

 

Dr. Raymond Schroeder recently wrote an article entitled “Higher Education AI Transformation 2030.” He noted that, to make the best use of artificial intelligence and other new technologies, higher education professionals “... must first rethink the very foundations of our institutions. This is not about adding a few new apps to the learning management system. Rather, it’s about a fundamental re-architecture of how we operate, how we teach, and how we define the work of our faculty and students. Key factors include institutional strategy, pedagogy, and the future of work.”

 

Today, many young adults are increasingly reluctant to move quickly into higher education as they reach the end of their high school years. That, along with other educational needs brought about by the rapid development of technology, suggests some structural changes in the curriculum—already underway in some colleges and universities — that may ease the transition for new students. Here are a few:

 

1.             Dual Enrollment Courses—Today, many high school students are taking dual enrollment courses—college-level courses that allow them to earn both high school and college credit. Much of the general education curriculum is duplicated in high school and college. Encouraging students to take dual enrollment courses will allow colleges and universities to address better the changing structure of society in general education curricula.

2.             Micro-Credentials—This is a relatively new arena for professional continuing education that is well-suited to technology-based delivery. Don Olcott (HOF 2023) and Rory McGreal recently described micro-credentials as a “strategic reset” for higher education. They noted:

 

Micro-credentials are certified documents that provide recognized proof of the achievement of learning outcomes from shorter, less duration educational or training activities. They focus on validating competency-based skills, outcomes, and/or knowledge using transparent standards and reliable assessments, thereby enhancing graduates’ employability prospects. A micro-credential can be accepted for credit by an institution or organization or be an attestation for employers. A micro-credential attests to specific knowledge or skills competencies with defined learning outcomes and may or may not be stacked towards larger units of accreditation (Brown et al., 2021; Cirlan, & Loukkola, 2020; COL, 2019; Debiais-Sainton, 2020; Fong et al., 2016; Kato et al., 2020).

 

3.             A New Undergraduate Curriculum—Just as textbooks changed the dynamics of undergraduate education in the 20th century, AI and other technologies are creating new demands for what students need to learn. The introductory “survey” course is less important for non-technical subjects like history, literature, sociology, and psychology. A more productive approach might be to focus instead on themes of social and personal development within disciplines. John Meacham’s book, The Soul of America (2008) provides a good example. Rather than using course time to highlight the historical timeline, Meacham offers several chapters that focus on how the country responded to several historical issues over time as the nation evolved to meet the challenges of the Industrial Revolution. This approach could help redefine the social studies and humanities curricula.

 

Many Hall of Fame members are leading the way in how their institutions will respond to this new environment. Please feel free to add your perspectives to this blog to help our community lead as the Technology Revolution matures.

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References

Brown, M., Giolla Mhichil, M.N., Beirne, E. & Mac Lochlainn, C. (2021, in press). The global micro-credential landscape: Charting a new credential ecology for lifelong learning. Journal of Learning Development, 8(2). https://jl4d.org/index.php/ejl4d.

Cirlan, E. & Loukkola, T. (2020). European project MICROBOL: Microcredentials linked to the key Bologna commitments. European University Association (EUA), 1–63. https://eua.eu/downloads/publications/microbol%20desk%20research%20report.pdf.

Commonwealth of Learning (COL). (2019). Designing and implementing micro-credentials: A guide for practitioners. http://oasis.col.org/handle/11599/3279.

Debiais-Sainton, V. (2020). European approach to micro-credentials. EADTU Innovating Higher Education 2020 Bridging Event (I-HE2020). https://www2.slideshare.net/EADTU/ihe2020-european-approach-to-microcredentials.

Fong, J., Janzow, P, & Peck, K. (2016). Demographic shifts in educational demand and the rise of alternative credentials. Washington, D.C.: UPCEA-Pearson. https://upcea.edu/upceapearson-survey-demographic-shifts-in-educational-demand-and-the-rise-of-alternative-credentials.

Kato, S., Galan-Muros, V., & Weko, T. (2020). The emergence of alternative credentials. OECD Education Working Paper No. 216. Organisation for Economic Co-operation and Development (OECD), 1–40. Paris: OECD. https://www.oecd.org/publications/the-emergence-of-alternative-credentials-b741f39e-en.htm.

Meacham, J. (2008). The Soul of America. Random House.

McGreal, R., Olcott, D. (2022). A strategic reset: micro-credentials for higher education leaders. Smart Learn. Environ. 9, 9. https://doi.org/10.1186/s40561-022-00190-1

Schroeder, R. (October 15, 2025). Higher Education AI Transformation 2030. Inside Higher Education.