This HEPI guest blog was kindly authored by Pamela Baxter, Chief Product Officer (English) at Cambridge University Press & Assessment.Cambridge University Press & Assessment are a partner of HEPI.
UK higher education stands at a crossroads: one of our greatest exports is at risk. Financial pressures are growing. International competition for students is more intense than ever. As mentioned in Cambridge’s written evidence to the Education Select Committee’s Higher Education and Funding: Threat of Insolvency and International Students inquiry, one of the crucial levers for both quality and stability is how we assess the English language proficiency of incoming international students. This will not only shape university finances and outcomes but will have serious implications for the UK’s global reputation for educational excellence.
The regional and national stakes
The APPG for International Students’ recent report, The UK’s Global Edge, Regional Impact and the Future of International Students, makes clear that the flow of international students is not only a localised phenomenon. Their presence sustains local economies and drives job creation in regions across the UK. They help deliver on the Government’s wider ambitions for creating opportunities for all by bringing investment and global connectivity to towns and cities. Their impact also stretches to the UK’s position on the world stage, as recruitment and academic exchange reinforce our soft power and bolster innovation.
International students bring nearly £42 billion to the UK economy each year, the equivalent of every citizen being around £560 better off. International talent is embedded in key sectors of life across the nations, with almost one in five NHS staff coming from outside the UK and more than a third of the fastest-growing UK start-ups founded or co-founded by immigrants. As HEPI’s most recent soft power index showed, 58 serving world leaders received higher education in the UK.
The value of higher education is rising
According to the OECD’s Education at a Glance 2025 report – recently launched in the UK in collaboration with HEPI and Cambridge University Press & Assessment – higher education is delivering greater benefits than ever. Nearly half of young adults in OECD countries now complete tertiary education. The returns for individuals and societies in terms of employment, earnings and civic participation are substantial. But when attainment in higher education is so valuable, deficiencies in the preparation of students – including inadequate English language skills – can have considerable costs.
Why robust testing matters
Robust English language testing is, therefore, fundamental. It ensures that international students can fully participate in academic life and succeed in their chosen courses. It also protects universities from the costs that arise when students are underprepared.
The evidence is clear that not all tests provide the same level of assurance. Regulated secure English language tests such as IELTS have demonstrated reliability and validity over decades. By contrast, newer and under-regulated at-home tests have been linked to weaker student outcomes. A recent peer-reviewed study in the ELT Journal found that students admitted on the basis of such tests often struggled with the academic and communicative demands of their courses.
The HOELT moment
The proposed introduction of a Home Office English Language Test (HOELT) raises the stakes still further. The Home Office has indicated an interest in at-home invigilation. While innovation of this kind may appear to offer greater convenience, it also risks undermining quality, fairness and security. The HOELT process must be grounded in evidence, setting high minimum standards and ensuring robust protections against misuse. High-stakes decisions such as the creation of HOELT should not be driven by cost or convenience alone. They should be driven, instead, by whether the system enables talented students to succeed in the UK’s competitive academic environment, while safeguarding the country’s immigration processes.
Conclusion: Sustaining and supporting international student success
International students enhance the UK’s educational landscape, bolster the UK’s global reputation and contribute to long-term growth and prosperity. But the benefits they bring are not guaranteed. Without trusted systems for English language assessment, we risk undermining the very conditions that allow them to thrive and contribute meaningfully.
As the Government pursues the creation of its own HOELT, it has a unique opportunity to ensure policy is evidence-led and quality-driven. Doing so will not only safeguard students and UK universities but will also reinforce the UK’s standing as a world leader in higher education.
Your chance to engage: Join Cambridge University Press & Assessment and HEPI at Labour Party Conference 2025
These and other issues will be explored in greater detail at Cambridge University Press & Assessment’s forthcoming event in partnership with HEPI at the Labour Party Conference 2025, where policymakers and sector leaders will come together to consider how to secure and strengthen UK higher education on a global stage.
Prospective students no longer make decisions based on glossy brochures or carefully scripted marketing campaigns. They want real stories from real people, and they want to picture themselves as part of campus life before they ever set foot on it. That’s why student ambassadors have become indispensable.
A student ambassador is more than a tour guide or spokesperson – they’re the authentic voice of your institution: a current student or recent graduate who shares lived experiences, highlights your community, and gives prospective students a glimpse of what life is really like. By acting as both storyteller and guide, ambassadors help institutions build trust at a time when trust is critical.
This article explores who student ambassadors are, what they actually do, and why creating a program can give your institution a competitive edge. We’ll also cover how to select the right ambassadors, highlight the qualities that make them effective, and provide examples of schools that have successfully built and implemented programs.
Struggling to stand out in a crowded market?
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What Is a Student Ambassador Program?
A student ambassador program is a structured initiative where carefully selected students serve as official representatives of their school. These ambassadors, whether current students or recent alumni, act as the institution’s authentic storytellers, sharing first-hand experiences with prospective students, parents, alumni, and the wider community.
At its core, the program creates a bridge between the school and its audiences. Ambassadors embody the institution’s values and culture, providing insights that go far beyond brochures or websites. They might guide campus tours, host Q&A sessions, or showcase their daily life through social media takeovers. In every interaction, they give others a genuine window into what it’s like to be part of the community.
The structure of these programs can vary, but most are run through admissions or marketing departments. Some rely on volunteers, while others pay ambassadors through work-study arrangements. Training is usually provided, ensuring ambassadors are prepared to represent the school across recruitment events, digital campaigns, and peer-to-peer outreach.
The benefits are mutual. Institutions gain trusted, relatable voices that enhance visibility and build trust with future students. Meanwhile, ambassadors themselves develop leadership, communication, and professional skills that strengthen their résumés. Done well, these programs turn students into a school’s most powerful advocates.
Roles and Responsibilities of Student Ambassadors
So, what exactly do student ambassadors do? The short answer: a lot. They wear many hats, all focused on building connections and giving prospective students an authentic glimpse into campus life. Let’s break down their core responsibilities.
Welcoming Campus Hosts
Ambassadors lead tours, host orientation sessions, and share personal stories that bring campus life to life. Whether guiding a group across campus or welcoming students on a shadow day, they create a sense of belonging from the very first interaction.
Outreach and Q&A
Ambassadors are often the friendly voices behind follow-up calls, emails, or DMs. They answer questions about academics, housing, or student life, providing honest, peer-to-peer advice that builds trust.
Event Support
From open houses to admitted student days, ambassadors are the student face of recruitment events. They staff tables, join panels, and even help run virtual sessions, adding energy and relatability that administrators alone can’t replicate.
Content Creation and Promotion
Many student ambassador programs now include a digital storytelling component. Ambassadors create Instagram takeovers, vlogs, blogs, or TikTok snippets that showcase “a day in the life” through authentic eyes. This user-generated content is gold. It resonates far more than polished marketing materials.
Peer Mentorship
Beyond recruitment, ambassadors often mentor new students, particularly freshmen or international students. They answer questions, point peers toward resources, and serve as friendly guides who help boost retention and ease the transition into campus life.
Liaisons with Administration
Ambassadors also act as bridges between students and staff. They communicate common concerns to the administration and relay updates back to peers, fostering two-way communication and trust.
At their core, student ambassadors represent and connect. They don’t just speak about the institution, they embody it. Every tour they lead, message they send, or video they post becomes a living example of the school’s values in action.
Students want to see themselves in your school’s story.Ambassadors make that possible. They provide the human touch that no brochure or website ever could, turning curiosity into connection, and connection into enrolment.
Qualities of an Effective Student Ambassador
Not every student is the right fit for the ambassador role. Schools need to carefully select students who can represent their institution with authenticity and professionalism. So, what qualities set great student ambassadors apart?
Strong Communication Skills: Effective ambassadors are clear, confident communicators. Whether chatting one-on-one with a nervous high schooler or speaking to a room of parents, they know how to connect. Online, their warmth and clarity shine through in emails, chats, or social media posts.
Positivity and Enthusiasm: The best ambassadors radiate genuine excitement about their school. Their positivity is contagious, making visitors feel welcome and leaving a memorable impression.
Leadership and Initiative: Great ambassadors don’t wait to be told what to do. Whether it’s helping a lost visitor or jumping into an online Q&A, they show reliability and initiative.
Inclusivity and Empathy: Ambassadors ensure everyone feels valued. They’re sensitive to cultural differences, welcoming to all, and empathetic toward students navigating the uncertainty of big transitions.
Professionalism: Even as students, ambassadors understand they represent the school’s brand. They arrive prepared, dress appropriately, and conduct themselves with courtesy, on campus and online.
Knowledgeable and Resourceful: Ambassadors know the school’s programs, services, and traditions. And if they don’t know an answer, they know how to find it quickly.
Digital Fluency: Today’s ambassadors are digital natives. They’re comfortable creating TikToks, hosting webinars, or managing Instagram takeovers. Their ability to adapt to new platforms is a vital asset.
When these qualities come together, communication, enthusiasm, leadership, empathy, professionalism, knowledge, and tech skills, you get a true embodiment of the school’s values, someone who can make every interaction personal and every prospective student feel like they belong.
Why Student Ambassadors Are Important (Benefits for Your Institution)
Why should your institution invest in a student ambassador program? The answer is simple: ambassadors are one of the most effective ways to bring authenticity, engagement, and trust into your recruitment and marketing efforts. Let’s break down the key benefits.
Authenticity in Marketing
Prospective students are savvy. They don’t just want glossy brochures; they want honest voices. Student ambassadors bring that authenticity by sharing real stories, challenges, and triumphs. Their perspective humanizes your institution’s brand and makes every piece of content, whether a social media post or campus tour, more relatable and trustworthy.
Increased Engagement
When prospects hear directly from peers, engagement skyrockets. A student-led social media post, blog, or Q&A session feels personal, not promotional. For example, the University of Guelph’s student ambassador program boosted digital interactions dramatically, with a 45% increase in Twitter engagement and a 560% surge in Instagram likes within one semester. That’s the power of peer-driven content.
Better Recruitment & Enrolment Outcomes
A personal connection can make the difference between “I’m interested” and “I’m applying.” Ambassadors help prospects imagine themselves on campus, creating bonds that admissions staff alone can’t replicate. Schools like John Cabot University in Rome showcase ambassadors prominently in their recruitment strategy, even encouraging prospective students to contact ambassadors directly. That accessibility fosters trust and can translate into higher application and enrolment rates.
Stronger Community & Retention
Ambassadors bring new students and help keep them. By welcoming newcomers, offering guidance, and serving as peer mentors, ambassadors ease the transition to college life. At Bishop O’Dowd High School in California, nearly 400 student ambassadors reshaped the campus environment, creating what leaders called “a culture of positivity and engagement.” Programs like this build pride, morale, and stronger student retention.
Expanded Reach (Especially Online)
Your admissions team can’t be everywhere at once, but ambassadors can extend your reach digitally. From Instagram takeovers to late-night chats with international prospects, ambassadors provide real-time, student-to-student communication across time zones. They also bring the institution into spaces where prospects already spend time, such as YouTube, TikTok, and Discord, ensuring no question goes unanswered.
Leadership Development (A Two-Way Benefit)
It’s not just the institution that benefits. Ambassadors gain professional skills in leadership, communication, and digital engagement. Many list the role on resumes, use it to network with alumni, and carry their ambassador pride into their alumni years. That growth feeds back into your institution: the more empowered the ambassadors feel, the stronger advocates they become during and after their studies.
More than just friendly faces, student ambassadors are powerful storytellers, culture shapers, and recruitment catalysts. They infuse authenticity into marketing, build personal bridges with prospects, enrich campus life, and extend your institution’s digital footprint. In the higher ed landscape, their influence can be the deciding factor in whether a prospect chooses your school.
How to Build a Successful Student Ambassador Program
So you’re ready to launch a student ambassador program. Where do you start? Building a program that feels authentic, sustainable, and effective requires more than just asking a few enthusiastic students to help at open houses. It needs strategy, structure, and a focus on both institutional goals and student development. Here’s a roadmap to help you design a program that works.
1. Define Clear Objectives
Before recruiting a single ambassador, clarify why your program exists.
Is your priority to boost applications?
Do you want to increase engagement at open houses and virtual events?
Or is the goal to expand your reach internationally?
Your objectives shape everything else, from who you recruit to the channels you emphasize. For example, if international recruitment is a focus, it makes sense to involve multilingual students or those who’ve studied abroad.
Example: The First Generation College Student Ambassador Program in Guilford County Schools was launched with a specific objective: to increase access to college for first-generation students. The program “aims to provide intentional, holistic, and hands-on experiences to increase access and opportunity” for participants and prepares them for the transition to higher education. By explicitly stating this purpose, the district kept the program focused, offering college tours, SAT/ACT prep, and workshops, all designed to meet the clear goal of empowering first-gen students to succeed after graduation.
Not every student is ambassador material. Create eligibility guidelines that reflect the qualities you need.
Look for:
Strong communication and interpersonal skills
Academic reliability (solid GPA)
Active involvement in campus life
A positive, professional online presence
Diversity matters, too. Aim for a team that represents different programs, backgrounds, and perspectives so prospective students can connect with someone who reflects their own journey.
Example:Vance-Granville Community College (NC): VGCC’s Student Ambassador Leadership Program sets strict selection criteria to ensure ambassadors have the right qualities. Applicants must “maintain a 3.0 GPA minimum” and be enrolled half-time, and they are evaluated on attributes like effective speaking skills, a positive first impression, adaptability, responsibility, and dependability. By codifying these requirements, VGCC attracts top student leaders who are academically solid and genuinely motivated to represent the college.
Treat ambassador recruitment like a competitive job search.
Ask for an application form where students share why they want the role.
Request a short essay, or even better, a one-minute video to showcase personality and enthusiasm.
Review their social media presence; as they’ll likely use it in the role.
Conduct interviews or group activities to evaluate how they interact under pressure.
The mix of application, interview, and review helps you select students who are genuinely passionate and prepared to represent your school.
Example: Florida International University:FIU treats ambassador recruitment like a job hiring process, requiring candidates to go through multiple interview stages. Prospective FIU Student Ambassadors must “commit to participating in a phone interview, group interview, and a panel interview” as part of the application. Only students who successfully navigate all rounds and meet other requirements (e.g., 3.0 GPA, full-year commitment) are selected.
Provide ambassadors with FAQ sheets on admissions, housing, or financial aid so they feel confident answering questions. Assign a staff coordinator as a mentor and check in regularly. Occasional refresher sessions help keep everyone sharp.
Example: Southside Virginia Community College: SVCC invests in training and team development for its ambassadors by mandating an orientation and an annual retreat. All new ambassadors must “attend annual Student Ambassador Orientation & Student Ambassador Retreat” and participate in monthly meetings. During these sessions, students receive guidance in public speaking, event hosting, and campus knowledge. The retreat, in particular, serves as both training and bonding – a dedicated time to build skills and camaraderie. Ongoing support from staff advisors (assigned at each campus) further ensures ambassadors have mentorship throughout the year.
Clarity is essential. Outline exactly what ambassadors will do and how often.
Examples include:
Weekly or monthly campus tours
Required participation in a set number of events per semester
Social media contributions (Instagram stories, blog posts, TikTok takeovers)
Optional extras like mentoring first-year or international students
Compensation can be financial (work-study wages or stipends) or perks like free merch, event tickets, or professional development opportunities. Make sure the role feels rewarding and achievable alongside academics.
Example: Wichita East High School: East High’s ambassadors operate under a clear set of responsibilities and expectations. According to the program description, ambassadors lead campus tours for new students and visitors, assist peers with college and job applications (including FAFSA help), promote school events on social media, maintain information boards, and volunteer at key events like college fairs. They are required to contribute a minimum of 40 volunteer hours annually in these activities. Ambassadors must also uphold school conduct standards and serve as role models.
A successful ambassador program is also a community. Encourage bonding through:
Regular team meetings
Social gatherings or retreats
Recognition events or ambassador spotlights
A strong sense of camaraderie boosts morale and translates into better representation at events.
Example: The College Preparatory School: At College Prep, fostering community is central to the ambassador program. The school’s Admission Ambassadors represent a student body of 370, where connection, curiosity, and collaboration are defining values. Each ambassador profile highlights not only individual strengths but also the shared culture of independence, kindness, and deep relationships that tie the community together. By spotlighting ambassadors’ personal stories and the values they embody, College Prep nurtures a sense of team identity that extends beyond recruitment events. This approach creates cohesion among ambassadors themselves while reflecting the school’s wider commitment to inclusivity and connection, ensuring the program is both a showcase and a unifying force for the entire student body.
Think beyond tours and open houses. Ambassadors can be powerful storytellers for your brand.
Invite them to contribute blogs, vlogs, or Q&As for your website.
Run student social media takeovers for a “day in the life” view.
Feature ambassadors in recruitment videos or email campaigns.
Have them moderate online communities for admitted students, such as Facebook or Discord groups.
Encouraging ambassadors to share personal milestones, like landing an internship or study abroad experience, also strengthens your brand with authentic proof points.
Example: John Cabot University: JCU has woven student ambassadors directly into its admissions and marketing communications. The university’s website features a “Meet Your Student Ambassadors” page with profiles of current students (including photos, majors, hometowns, and personal stories) and actively invites prospects to connect with them. Interested students can schedule a one-on-one video call via Calendly or send an email to reach a JCU ambassador. This approach makes ambassadors a front-line part of marketing – essentially living testimonials that lend authenticity. JCU ambassadors also create content: they share their experiences through blogs and social media takeovers, giving an inside look at life in Rome.
Don’t let your program run on autopilot. Measure its impact and adjust.
Ask prospective students if ambassador interactions influenced their decision.
Gather feedback from ambassadors about training, workload, and support.
Monitor metrics: event attendance, social media engagement, and application trends.
If you notice gaps, like not enough STEM majors on your team or weak performance at virtual events, adapt accordingly. A good ambassador program evolves with your institution’s needs and with changes in student behavior.
Example: University of Guelph:Guelph’s social media ambassador initiative shows the importance of measuring impact and iterating. After launching the program, Guelph didn’t just celebrate a surge in likes and follows – they dug into analytics to see what prospective students cared about. For example, by tracking which web pages prospects visited via ambassadors’ posts, the admissions team discovered an unexpectedly high interest in student housing information. With that insight, they adjusted their content strategy: ambassadors began creating more posts about dorm life and residence tours.
When structured thoughtfully, a student ambassador program becomes a win-win. Prospective students see a genuine, welcoming face of your institution. Current students gain leadership skills and professional growth. And your institution benefits from more authentic marketing, stronger recruitment outcomes, and an energized campus culture.
It’s more than a marketing tactic; it’s an investment in your community. Build it right, and your ambassadors will become some of your strongest advocates, now and well into their alumni years.
Turning Students Into Your Strongest Advocates
Student ambassador programs are far more than a recruitment tool. They are a way to put authentic student voices at the heart of your institution’s story. Ambassadors connect with prospects in ways no brochure or campaign ever could, offering real-life perspectives that build trust and spark genuine interest.
For institutions, the benefits are clear: more authentic marketing, stronger engagement, improved recruitment outcomes, and a livelier campus community. For students, it’s a chance to develop leadership, communication, and professional skills while giving back to the school they love.
The key is to be intentional. Define your goals, select the right ambassadors, support them with training, and continually refine the program. Done well, an ambassador initiative can become one of your institution’s most impactful long-term assets. Creating student advocates who not only help today’s prospects but remain champions of your brand long after graduation.
Struggling to stand out in a crowded market?
Boost enrollment with digital student ambassador strategies!
Frequently Asked Questions
Question: What is a student ambassador program?
Answer: A student ambassador program is a structured initiative where carefully selected students serve as official representatives of their school. These ambassadors, whether current students or recent alumni, act as the institution’s authentic storytellers, sharing first-hand experiences with prospective students, parents, alumni, and the wider community.
Question: What is the role of a student ambassador?
Answer: The short answer: a lot. They wear many hats, all focused on building connections and giving prospective students an authentic glimpse into campus life.
Question: What qualities does a student ambassador have?
Answer: A student ambassador has strong communication skills, enthusiasm, leadership, inclusivity, professionalism, knowledge of their institution, resourcefulness, and digital fluency, allowing them to authentically represent their school and connect meaningfully with prospective students.
This HEPI blog was kindly authored by Rupert Houghton, a Student at Magdalen College School.
Loneliness is a fundamental part of being human, and it occurs as a part of everyone’s life at some point. But today’s world, and the changes in the way we all interact mean that loneliness has found new, easier ways to enter the lives of many people, and particularly, younger people. The statistics on this are clear:
10.3% of British secondary school students feel ‘often or always’ lonely (ONS)
43% of 16 to 24-year-olds in the UK would feel uncomfortable about admissions that they feel lonely (YouGov)
Loneliness is clearly a big issue for those in higher education and for those about to enter it. There are some schemes and policies to attempt to counteract this, but what is often not considered when it comes to policymaking is that loneliness is a physical condition, not just one based on feelings. How, then, should loneliness be thought of differently?
An important fact to remember when dealing with loneliness is that humans are not merely social out of choice, but out of evolutionary necessity. Pre-agrarian humans (before the Agricultural Revolution 7000 years ago) operated in groups, and they depended on each other to fulfil different roles for the group’s overall survival. As a result, humans evolved to seek out positive social relationships as working with others was crucial to our survival.
Loneliness is used to signal to the brain that a person’s social inclusion, and therefore survival, is at risk, and the brain therefore starts fighting for survival. Social rejection uses the same neural networks as physical pain, and causes a minor stress response in the brain. Loneliness is merely the prolonged and sustained activation of this stress response and so puts physical stress on the mechanisms within the brain that cause it.
When this response is elicited, the brain starts to transition itself into a socially hyper-alert state, as it attempts to preserve existing positive relationships, and minimise the number of negative interactions experienced. Studies have shown that the brain changes its own structure to accommodate this and changes the way facial expressions are read. Lonely individuals show a heightened sensitivity to negative social stimuli, including negative facial expressions, words, phrases, or pictures. They were shown to more quickly and accurately spot negative social cues but were also seen to mislabel neutral and even positive social cues as negative more often than their non-lonely counterparts.
In a pre-agrarian human social structure, this problem would have been resolved relatively quickly. It was necessary to work together in groups to survive, which would force a degree of socialisation. To avoid social rejection, an individual would perhaps change some aspects of their own behaviour and be able to pick up on the reaction of their peers, and so change to be better accepted into the group, which would enforce more positive social relationships.
Nowadays, however, it is harder for this process to take place. Instead, it is far easier for people to spend more time alone or reduce the time they spend socialising. The changes in neural pathways therefore start to have a different effect on a lonely person’s behaviour. As they become more sensitive to negative social stimuli, their brain can view them as ‘threatening’, and attempts to prevent exposure to them, causing them to self-isolate. This, rather than fixing the problem only exacerbates the perception of low social standing, increasing the feeling of loneliness.
The main physical impacts of loneliness come from its effects on the hormones secreted by glands within the brain. One of these hormones is cortisol, often called the ‘stress hormone’. Loneliness has been shown to make the brain overwork and produce more cortisol than it would ordinarily. This leads to a number of detrimental health effects: high levels of cortisol have been linked to chronic inflammation, disrupted sleep cycles in young adults, and raised blood pressure.
Loneliness is clearly becoming an endemic problem, particularly in secondary and higher education and is having a very real effect on students’ health. Loneliness is a self-perpetuating condition and something that easily becomes chronic, so it is therefore best to prevent it before it begins. The policy focus must be placed on making students aware of loneliness before it can start to impact on people’s education and wellbeing. Whether that be through making universities give more open information on loneliness, how to keep social, or ensuring that students are informed about how the choices made could affect their risk of loneliness, starting a conversation about it before it becomes a problem should be a priority.
This HEPI blog was kindly authored by Dr Tom Kennie, Director of Ranmore
Introduction
In the first blog post, I focused on the process of appointing new Vice Chancellors. with some thoughts and challenges to current practice. In this second contribution, I focus more on support and how to ensure that the leadership transition receives as much attention as candidate selection.
Increasingly, the process of leadership transitions often starts way before the incoming successful candidate has been appointed. Depending on the circumstances which led to the need for a new leader, the process may involve a short or extended period with an Interim Leader. This can be an internal senior leader or someone externally who is appointed for a short, fixed-term period. This in itself is a topic for another day. It does, however, require careful consideration as part of the successful transition of a new leader (assuming the interim is not appointed to the permanent role).
Reflections to consider when on-boarding Vice Chancellors
Rules of engagement with the Interim or Existing post-holder
Clear rules of engagement must be agreed with the appointed Interim. Among those rules are those relating to the engagement with the Board. Often these can feel quite implicit and unspoken. I’d encourage both parties to be much more explicit and document their mutual expectations to share with each other.
Incoming Vice Chancellor transition plan (individual and team-based)
Moving onto the post-appointment, pre-arrival period is an important phase in the process of ensuring a successful outcome. How can the incoming leader prepare (whilst often doing another big job)? How might the team prepare the way for the incoming leader? And, how might the existing or interim leader hold things together during this period? This is often a period of heightened anxiety within the senior leadership team (although rarely surfaced and discussed). Working with the team during this phase can help to reduce the danger of siloed working and help prepare the team for the arrival of the new leader.
Outgoing Vice Chancellor transition plan
Frequently overlooked is the importance of ensuring a successful transition for the current post-holder (assuming it has not been a forced exit). Beware of placing too much focus on the new person. Often, as indicated earlier, the current post holder may have many months to go before the new person can start. They also require support and encouragement. And, of course, recognition for their period in office.
Day 1 and week 1
The lead-up to day 1 requires significant consideration by the new Vice Chancellor. Meeting the new ‘inner office’ and considering how and in what ways the new Vice Chancellor is different in style and expectations compared to the outgoing leader is an important factor. Induction processes will, no doubt, feature heavily in the first few weeks, but a new Vice Chancellor should ensure that they control the transition process. This requires careful coordinated communication and choreography.
First x days (what’s the right number?)
Every new Vice Chancellor should be wary of being persuaded to work towards delivering a plan by some (often arbitrary) date, typically 90-100 days after their arrival. Understanding the context of the institution, and working with this, is more important.
Potential surprises & dilemmas
A new Vice Chancellor should expect a few surprises when they start. Context and culture are different and these will have an impact on the interpretation of events. To ensure success, these should be soaked up and immediate responses should be avoided. In time, it will be much easier to work out how to respond and what needs to change.
Match and ideally exceed expectations
Whilst clearly important and easy to say, it is vital to ensure the Vice Chancellor priorities are clarified with the Chair. Having done this, the senior team should be invited to similarly clarify their priorities. Lastly, these should be shared across the team. This, by itself, is likely to signal a new way of working.
A final proposal
The process of appointing Vice Chancellors is clearly an important matter for Chairs of Governing Boards. Whilst guidance is provided by the Committee of University Chairs (CUC), the latest edition of the document Recruiting a Vice Chancellor was published in 2017. Much has changed in the past eight years and it feels timely for a fresh look given the very different context and shifts in practice.
To close, it is worth remembering that nobody comes fully ready for any senior leadership role. Gaps exist and context and culture are different from the new perspective even if the candidate has had a prior role in a different place. You might wish to consider offering some independent support for your new Vice Chancellor. This could be through being a member of a peer-group and/or individual transition coaching. Being in charge is a lonely place and it can be constructive to be able to talk through dilemmas, issues and opportunities in a safe space. Sometimes this can’t be with one’s Chair or Senior Team.
Lastly, don’t be too judgemental and try and give any new Vice Chancellor the benefit of the doubt – well at least for a short while!
In this and a subsequent blog post, I want to complement these works with some practice-informed reflections from my work with many senior higher education leaders. I also aim to open a debate about optimising the selection and support for new Vice Chancellors by challenging some current practices.
Reflections to consider when recruiting Vice Chancellors
Adopt a different team-based approach
Clearly, all appointment processes are team-based – undertaken by a selection committee. For this type of appointment, however, we need a different approach which takes collective responsibility as a ‘Selection and Transition Team’. What’s the difference? In this second approach, the team take a wider remit with responsibility for the full life cycle of the process from search to selection to handover and transition into role. The team also oversee any interim arrangements if a gap in time exists between the existing leader leaving and the successor arriving. This is often overlooked.
Pre-search diagnosis (whether involving a search and selection firm or not) is often underestimated in its importance or is under-resourced. Before you start to search for a candidate to lead a university, you need to ensure those involved are all ‘on the same page’. Sometimes they are, but in other cases they fail to recognise that they are on the same, but wrong, page. Classically, this may be to find someone to lead the organisation of today, and a failure to consider the place they seek to be in 10 years. Before appointing a search firm, part of the solution is to ensure you have a shared understanding of the type of universityyou are seeking someone to lead.
Role balance and capabilities
A further diagnostic issue, linked to the former point, is to be very clear about the balance of capabilities required in your selected candidate. One way of framing this is to assess the candidate balance across a number of dimensions, including:
The Chief Academic Officer (CAO) capabilities; more operational and internally focussed.
The Chief Executive Officer (CEO) capabilities; more strategic and initially internally focussed.
The Chief Civic Officer (CCO) capabilities: more strategic and externally focussed; and
The Chief Stakeholder Relationship Officer (CSRO): more operational and externally focussed.
All four matter. One astute Vice Chancellor suggested to me a fifth; Chief Storytelling Officer (CSO).
Search firm or not?
The decision as to whether to use a search firm is rarely considered today – it is assumed you will use one. It is, however, worth pausing to reflect on this issue, if only to be very clear about what you are seeking from a search firm. What criteria should you use to select one? Are you going with one who you already use, or have used, or are you open to new players (both to you and to the higher education market)? The latter might be relevant if you are seeking to extend your search to candidates who have a career trajectory beyond higher education.
‘Listing’ – how and by whom?
Searching should lead to many potential candidates Selecting who to consider is typically undertaken through a long-listing process and from this a short-list is created. Make sure you understand how this will be undertaken and who will be doing it. When was the last time you asked to review the larger list from which the long list was taken?
Psychometrics – why, which and how?
A related matter involves the use of any psychometric instruments proposed to form part of the selection process. They are often included –yet the rationale for this is often unclear. As is the question of how the data will be used. Equally importantly, if the judgment is that it should be included, who should undertake the process? Whichever route you take, you would be wise to read Andrew Munro’s recent book on the topic, Personality Testing In Employee Selection: Challenges, Controversies and Future Directions
Balance questions with scenarios and dilemmas
Given the complexity of the role of the Vice Chancellor, it is clearly important to assess candidates across a wide range of criteria. Whilst a question-and-answer process can elicit some evidence, we should all be aware of the limitations of such a process. Complementing the former with a well-considered scenario-based processes involving a series of dilemmas, which candidates are invited to consider, is less common than it should be.
Rehearse final decision scenarios
If you are fortunate as a selection panel, after having considered many different sources of evidence, you will reach a collective, unanimous decision about the candidate you wish to offer the position. Job almost done. More likely, however, you will have more than one preferred candidate – each providing evidence to be appointable albeit with evidence of gaps in some areas. Occasionally, you may also have reached an impasse where strong cases are made to appoint two equally appointable candidates. Preparing for these situations by considering them in advance. In some cases, the first time such situations are considered are during the final stage of the selection exercise.
In part 2 I’ll focus more on support and how to ensure the leadership transition is given as much attention as candidate selection.
As policymakers look ahead to the bigger party conferences and students and staff ready themselves for the new academic year*, HEPI Director Nick Hillman takes a look ahead. [* Except in Scotland, where it has already begun.]
Information on HEPI’s own party conference events is available here.
Money’s Too Tight (to Mention)
When the Coalition Government for which I worked tripled tuition fees for undergraduate study to £9,000 back in 2012, it was a big and unpopular change. But it represented a real increase in support for higher education that led to real increases in the quality of the student experience, with improvements to staffing, facilities and student support services.
Because the fee rise shifted costs from taxpayers to graduates via progressive student loans, it enabled another fundamental change: the removal of student number caps in England. No longer would universities be forced to turn away ambitious applicants that they wanted to recruit. It was the final realisation of the principle that underlined the Robbins report of 1963: ‘courses of higher education should be available for all those who are qualified by ability and attainment to pursue them and who wish to do so.’ A higher proportion of students enrolled on their first-choice place. (It never ceases to amaze me how many people wish to return to a world in which your children and mine have unwarranted obstacles reimposed between them and attaining the degree they want.)
But back in 2012, no one in their wildest dreams thought the new fee level would be frozen for most of the next decade and more. After all, the fee rise was implemented using the Higher Education Act (2004), which had enabled Tony Blair to introduce the current model of tuition fees, and the Blair / Brown Governments to raise fees each year without any fuss.
Yet the political ructions caused by introducing £9,000 fees in 2012 made policymakers timid. Towards the end of the Conservatives’ time in office, Ministers bizarrely sought to make a virtue of their pusillanimity. Even as inflation was biting, the Minister for Higher Education (Rob Halfon) said raising fees was ‘not going to happen, not in a million years’.
The result has been a crisis in funding for higher education institutions that has changed their priorities. Top-end universities have looked to increase their income via more and higher (uncapped) fees from international students – hardly surprising, when an international student taking a three-year degree is worth £69,000 a year more than a home student! They have also sought to tempt UK students away from slightly less prestigious institutions.
Meanwhile, newer universities have been even more entrepreneurial. Limited in their ability to recruit lots of international students, they have instead shifted towards franchising, whereby other organisations pay them for the privilege of teaching their degrees.
Universities in the middle have had a particularly tough time. Most notably, many universities originally founded in the expansionary post-Robbins environment are struggling today. (It has been suggested that the tie-up between Kent and Greenwich is partly borne of necessity.) Plus with no fees for home students, Scottish universities have been hurting even more than those elsewhere.
Even though recruiting more people from overseas and large-scale franchising have helped some institutions to keep the wolf from the door, Ministers have condemned both. The UK Home Office want fewer international students and England’s Department for Education have promised new legislation to tackle the growth in franchising. (Six months ago, Bridget Phillipson wrote in the Sunday Times, ‘I will also bring forward new legislation at the first available opportunity to ensure the Office for Students has tough new powers to intervene quickly and robustly to protect public money’.)
No British university has ever gone bust but, as financial advisers know, the past can be a sorry guide to the future. When asked, Ministers say they would accept the closure of a university or two. But a university is usually a big local employer, a big supporter of local civic life and a source of local pride – and money. Most have been built up from public funds.
Closing a university would not just risk local upset. It would reduce confidence, including among those who lend to universities, and could even risk a domino effect, as people lose faith in the system as a whole, thereby putting the reputation of UK education at risk. So there are good reasons why, for example, Dundee University is currently being bailed out, even if it comes with a distinct whiff of moral hazard.
Bills, Bills, Bills
Students are hurting just as much as institutions. Contrary to the expectations of years gone by, the proportion of school leavers proceeding to higher education is barely rising. There is likely more than one cause, including negative rhetoric about universities from across the political spectrum and a false sense that degree apprenticeships for school leavers are plentiful.
The standard maximum maintenance support in England is now worth a little over £10,000, which is just half the amount students need.
Parents are expected to support their student offspring but they are not officially told how much they should contribute.
England’s household income threshold at which state-based maintenance support begins to be reduced has not increased for over 15 years. At £25,000, it is lower than the income of a single-earner household on the minimum wage.
As a result, according to the HEPI / Advance HE Student Academic Experience Survey, over two-thirds of students now undertake paid employment during term time, often at a number of hours that negatively affects their studies. These students are limited in their ability to take part in extra-curricular activities, for they are time poor as well as strapped for cash.
An increase in maintenance support is long overdue, just as an increase in tuition fees for home students is long overdue. But we could also perhaps help students help themselves by providing better information in advance about student life. In particular, given the epidemic of loneliness among young people, we should remind them that you are more likely to be lonely if your room is plush but you do not have enough money left over for a social life than if your living arrangements are basic but your social life is lively.
The Masterplan
The Government came to office claiming to have a plan for tackling the country’s challenges. But more than a year on, the fog has not cleared on their plans for higher education. Patience is now wearing gossamer thin. As Chris Parr of Research Professional put it on Friday, ‘Still we wait.’ As far as we can discern from what we know, it seems universities will be expected to do more for less – on civic engagement, access and economic growth.
Higher education institutions have made it clear, including through Universities UK’s Blueprint, that they are keen to play their part in national renewal. But it is not only the financial squeeze that limits their room for manoeuvre. Political chaos as well as the geography of Whitehall threaten the institutional autonomy that has been the key ingredient of UK universities’ success.
Unlike in the past, there are different regulators, Ministers and Departments for the teaching and learning functions of universities on the one hand and their research functions on the other, meaning coordinated oversight is missing. The latest machinery of government changes risk another dog’s dinner, as ‘skills’ continue to bounce around Whitehall, newly residing for now (but who knows for how long) in the Department for Work and Pensions. Meanwhile, the Department for Science, Innovation and Technology is thought to have less regard for university-based research than for research conducted elsewhere, at least in contrast to the past.
Moreover, each of the two Ministers with oversight of higher education institutions (Baroness Smith and Lord Vallance) are newly split across two Whitehall departments, with one foot in each. This sort of approach tends to be a recipe for chaos. (As I saw close up during my own time in Whitehall, split Ministers usually reside primarily in just one of their two departments, the one where their main Private Office is situated.)
The choice now is clear. If Ministers want to direct universities more than their predecessors, then they need to fund them accordingly. But if Ministers want universities to play to their own self-defined strategies in these fast-changing times, then they should reduce the barriers limiting their capacity to behave more entrepreneurially.
The HEPI blog was kindly authored by Fiona Ellison, Co-Director, Unite Foundation
University is often described as a transformative experience, full of growth, challenge, and discovery. But for care-experienced and estranged students, the journey through higher education is often shaped by the absence of family support, financial insecurity, and a lack of belonging. The Unite Foundation has taken a deep dive into the latest findings from the HEPI and Advance HE Student Academic Experience Survey 2025 (SAES), offering a clear picture of these students’ realities and developing a call to action.
The cost of insecurity
Care-experienced & estranged students are much more likely to drop out of university but we also know from the findings from the SAES that they’re much more likely to consider dropping out as well:
43% of care–experienced students and 44% of estranged students have considered withdrawing from university, compared to 28% of their peers.
Whilst the survey doesn’t give us insight into the reasons why, it does provide clues. For example, care-experienced students are experienced and estranged students work significantly more hours in paid employment:
Care–experienced students work on average 11.3 hours/week, and estranged students work 11.1 hours/week, compared to 8.8 hours/week for other students.
This extra workload often stems from limited access to family financial support and a student finance system that doesn’t fully meet the needs of independent students. As HEPI highlighted in their work on minimum income standards those studying without financial support, even with the full maintenance loan, would still need to work over 20 hours at minimum wage to achieve the minimum income standard needed to survive at university.
We see this increased workload play out in students’ ability to attend lectures and complete academic work:
44% of care experienced students requested deadline extensions, compared to 29% of non-care experienced students.
It’s no wonder that only 79% of care-experienced students complete their undergraduate degrees compared to 89% of non-care-experienced students, and just 64% achieve a good honours degree compared to 77% of their non-care-experienced peers. We don’t have reliable data on estranged students – but that’s for another blog! If students are having to work longer hours just to afford to live, then it’s no wonder academic studies will often take a back seat.
However, there is a shining light. Housing is more than shelter – it’s a foundation for success. The Unite Foundation has, over the last 14 years, provided free, year-round accommodation to care-experienced and estranged students, removing a major barrier to continuity and wellbeing. Data published to celebrate our 10th birthday found that there is ‘strong evidence that the scholarship improves educational outcomes of the students we support, specifically in year-to-year progression and completion’.
These figures highlight how housing insecurity and financial pressure can directly impact academic persistence and performance – but whilst there is a simple answer, not enough institutions are truly looking at the evidence-based solution to address the inequality this group of students face.
Loneliness and the need for community
One of the most striking findings within the report is the prevalence of loneliness:
45% of estranged students and 36% of care experienced students feel lonely “all or most of the time,” compared to 27% of other students.
Loneliness affects mental health, engagement, and retention. While it’s encouraging that loneliness among care-experienced students has decreased from 48% in 2023, the rise among estranged students signals a need for targeted support.
For this group of students, studying without the support network of family means the lack of ready-made networks needed when times are hard. The All of Us community was designed by and for care-experienced and estranged students to connect with peers – whether online or in real life. The handy guide #AllOfUsLocal is a practical toolkit that institutions can take to help create a community in your institution to create ways to support care experienced and estranged students to avoid isolation.
A mixed picture on wellbeing
Encouragingly, care-experienced students report similar levels of wellbeing to their non-care-experienced peers:
Life satisfaction: 6.7 vs. 6.6
Happiness yesterday: 6.2 for both groups
Anxiety yesterday: 4.6 for both groups
However, estranged students consistently report lower scores:
Happiness yesterday: 5.9
These differences underscore the emotional toll of estrangement and the importance of tailored support that ensures estranged students can access at any point – given we know for many students estrangement happens through their academic journey.
What next?
The Student Academic Experience Survey continues gives us the evidence about what this group of students thinks and feels about their time in higher education – it makes for some pretty tough reading. However, there isn’t anything new or surprising in the report for those of us that work in this space.
We now need to move beyond data and turn these insights into action. Universities, policymakers, and sector leaders must work together to ensure that care-experienced and estranged students are a target for activity. To do this, we need:
Universities to prioritise year-round, affordable accommodation – Institutions should commit to providing or partnering on secure, year-round housing options for care-experienced and estranged students, recognising housing as a foundation for academic success.
Targeted financial support and flexible funding models – Review and adapt bursary and hardship funding to reflect the true cost of living for independent students, especially those without family support.
Better data collection and visibility – Universities and sector bodies must improve the identification and tracking of estranged students to ensure their needs are recognised and met.
Embedding community-building initiatives – Adopt and promote tools like #AllOfUsLocal to reduce loneliness and foster belonging on campus. You can join our HE Peer Professionals network to share your challenges, celebrate successes and learn from others about how to support community-building activities.
At the Unite Foundation, we’ll shortly launch our new strategy, which will include practical steps that higher education institutions can take to ensure a focus on housing plays a key role in driving equality for care-experienced and estranged students. If you want to be the first to know about what we’re up to, do sign up to our newsletter.
With the UK Government moving to a posture of ‘war fighting readiness’ amid intensifying global conflict, a new HEPI Policy Note warns higher education remains an untapped asset in national preparedness.
The Wartime University: The role of Higher Education in Civil Readiness by Gary Fisher argues UK universities must be recognised as central pillars of national security and resilience. The paper highlights how higher education institutions represent a ‘composite capability’ to enhance and sustain civil readiness, spanning defence, health, skills, logistics and democratic continuity, but warns this potential remains under-recognised and poorly integrated into emergency planning frameworks.
You can read the press release and access the full report here.
The next wave of college applicants is almost here. Generation Alpha, born roughly between 2010 and 2024, will begin entering higher education by the end of this decade. They are the first cohort born entirely in the 21st century, carrying the name “Alpha” to mark a new beginning. With a global population now estimated above two billion, Gen Alpha is among the largest cohorts on record.
Raised primarily by Millennials, this generation is growing up in households that are more diverse, globally minded, and digitally connected than any that came before. Their worldview is shaped not just by rapid technological change but also by formative events such as the COVID-19 pandemic. For higher education, this means a fresh set of expectations around how, where, and why learning happens.
By 2028, the first wave of Gen Alpha, those born in 2010, will be setting foot on college campuses. They will arrive as the most technologically fluent and digitally empowered students to date, bringing with them new definitions of access, engagement, and community. Institutions that understand who they are and prepare now to meet their needs will be best positioned to thrive in the coming years.
In this article, we’ll explore ten key insights about Generation Alpha: their learning preferences, values, and challenges, as well as what higher education can do to connect with them meaningfully. Let’s dive in.
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1. Gen Alpha Is the First Fully 21st-Century Generation
Every generation reflects the world it grows up in, and for Gen Alpha, that world is fully digital. Born after 2010, the same year the iPad and Instagram launched, they have never known life without smartphones, apps, and social media. Social researcher Mark McCrindle coined “Generation Alpha” to signal a true reset, not a return to the alphabet cycle, but the beginning of something entirely new.
This generation is also massive. With millions of births each week, particularly in countries like India, China, Indonesia, and Nigeria, Gen Alpha is on track to be one of the largest cohorts on record. They’re also growing up in more diverse societies; in the United States, Gen Alpha will be among the most ethnically diverse cohorts.
What is the education of the Alpha Generation like? Generation Alpha’s educational experience has been distinct. They’ve grown up with personal technology from day one, many using tablets in preschool, and experienced hybrid or remote learning early due to COVID. Generation Alpha education is more personalized and tech-infused than past generations. Gen Alpha students often use online resources (YouTube, learning apps, even AI tools) alongside formal schooling. Going forward, they are expected to pursue higher levels of education than prior cohorts, with global tertiary enrolment continuing to rise.
For higher education, the implications are clear: campuses will need to serve a digital-first, globally minded, and highly pluralistic student body unlike any before.
Example: Cal Poly’s Diverse Incoming Classes: In recent years, universities have reported that each incoming class is breaking diversity records – reflecting Gen Alpha’s unprecedented pluralism. For instance, California Polytechnic State University announced that its 2022 freshman cohort was “the most diverse in the university’s history,” marking the fifth consecutive year of record diversity. Cal Poly noted all-time highs in enrolment of Hispanic/Latino, Asian, first-generation, and low-income students, crediting “intentional and strategic work to make [the campus] more reflective of the diversity of our state”.
If Gen Z grew up tech-savvy, Gen Alpha takes it further. They are the first generation to experience constant digital immersion from birth. Many had access to tablets before they could walk, and by around age 11, most already have a mobile phone. For them, Wi-Fi, apps, and streaming are simply part of daily life, not innovations.
This early and seamless exposure has made them fluent in digital environments. They learn to swipe before they can write, widely use YouTube, and gravitate toward short, visual, and interactive content on platforms like TikTok. Traditional, text-heavy approaches hold less appeal, and educators already note a growing preference for summaries over long-form reading.
What is the learning style of Gen Alpha? Gen Alpha students tend to be visual, interactive learners who are comfortable multitasking in digital environments. They often prefer short-form content and videos (having grown up on platforms like YouTube and TikTok) and learn well through gamification and hands-on exploration.
For higher education, this dual reality signals both opportunity and challenge. Gen Alpha will thrive in tech-enabled classrooms and adapt quickly to digital tools, but only if institutions deliver engaging, mobile-first, and frictionless experiences that match their expectations.
Example, 1:1 Device Programs for Digital Learning:Schools and colleges are increasingly providing personal devices to ensure Gen Alpha learners have constant access to online tools and content. Bowdoin College (USA) launched a Digital Excellence Commitment that equips every student with a 13-inch MacBook Pro, an iPad mini, and an Apple Pencil, plus required course software, regardless of financial need.. Initially begun during the pandemic to facilitate remote learning, Bowdoin’s program became permanent in 2022 after faculty saw how a common device platform spurred “numerous and unexpected learning and teaching innovations”.
3. Childhood in the COVID Era: Resilient but Impacted
Generation Alpha’s early years were shaped profoundly by COVID-19. The oldest were around 9 or 10 during the 2020 lockdowns, old enough to remember school closures, Zoom classrooms, and virtual birthdays. Some have even been nicknamed “Generation Covid,” underscoring how deeply the pandemic disrupted their formative experiences.
Yet these disruptions also bred resilience. Gen Alpha grew up watching their parents work remotely, mastering online learning platforms early on, and staying connected via FaceTime and Zoom. They learned early that the world is interconnected, a virus spreading globally, or friendships forming online, taught them how actions ripple across borders. Educators note that this has made many students flexible and globally aware.
Example, Virtual Global Exchanges Maintain Connection:Example, Virtual Global Exchanges Maintain Connection: When COVID-19 shuttered travel and classrooms, Penn State University’s College of Education used Experiential Digital Global Engagement (EDGE) to run virtual exchange classes with partners in countries such as Ecuador and Japan. American and Ecuadorian teacher trainees were paired as one-on-one “buddies” for weekly discussions, and later, Japanese college students joined in virtual seminars with Penn State classmates. Through these exchanges, students “developed friendships [and] learned a lot about language, culture, multilingualism and global awareness” despite never meeting in person.
Still, challenges remain. Teachers report learning loss, social delays, and uneven skills, particularly among those who missed hands-on early schooling. For higher ed, this means preparing to welcome students who are digitally skilled but may need added academic or social support to thrive.
4. A Looming Literacy and Learning Crisis
Gen Alpha faces what some experts call a literacy crisis. In 2022, only 33% of U.S. fourth graders were proficient in reading, the lowest rate in decades, down from 37% in 2017. That means two-thirds of 9- and 10-year-olds could not read at grade level, sparking widespread concern. Teachers report capable readers often avoid “complex or extended texts,” gravitating instead toward summaries and short-form content. The pandemic amplified these issues, disrupting early-grade instruction just as foundational skills were developing.
For higher education, this means incoming students may be digitally fluent yet uneven in academic literacy. Colleges will need bridge programs, tutoring, and first-year support to close gaps. Recruitment and communication strategies may also have to evolve, favouring concise text, visuals, and interactive formats better suited to Gen Alpha’s reading habits. At the same time, institutions can play a role in reversing these trends through innovative, tech-enabled literacy initiatives.
Example – New York City’s “NYC Reads” Phonics Initiative:Confronting a worrying drop in reading proficiency, the nation’s largest school district has overhauled how it teaches literacy. In 2023, New York City launched “New York City Reads,” a campaign to put “proven science-of-reading and phonics-based methods” at the core of all elementary instruction. Starting in the 2023–24 school year, every NYC public elementary school must adopt one of a few evidence-based, science-of-reading curricula, replacing the patchwork of programs used previously.
5. Behavioural and Mental Health Challenges in the Classroom
Teachers often describe Gen Alpha as creative and curious, but also more difficult to manage with traditional classroom discipline. Surveys show that misbehaviour and student morale have worsened since the COVID-19 pandemic, with many children struggling to focus, regulate emotions, or manage anxiety and depression. Some educators even lament that “the bar is the floor” when it comes to classroom readiness, as basic social skills and self-control lag behind earlier cohorts.
A major driver is digital overstimulation. Constant access to screens and instant entertainment has shortened attention spans, making structured, slower-paced classrooms feel tedious. Pandemic disruptions only compounded this problem, fueling apathy and disengagement. Pediatric experts warn that Gen Alpha is at higher risk of ADHD, anxiety, and depression than previous generations.
For higher ed, this means preparing for students who may arrive brilliant with tech but uneven in discipline, resilience, and emotional regulation. Colleges will need robust wellness services, proactive support systems, and learning approaches that balance rigor with engagement.
Example, in the United States, several states have passed laws to ensure students learn about mental health and get support. In 2019, Florida approved a rule requiring at least five hours per year of mental-health instruction for students in grades 6–12. Florida’s policy mandates at least “five hours of required instruction related to mental and emotional health” per year for students in grades 6–12. Lessons include recognizing signs of mental illness, finding help, and developing healthy coping strategies. Other states (such as New York and Virginia) have instituted similar requirements for integrating mental health into health education classes.
6. Independent Learners With a Skeptical Eye for Authenticity
Gen Alpha has grown up believing that knowledge is always just a click away. Many already feel that “there is nothing their teacher can teach them that they cannot discover online.” Information is available 24/7 through Google, YouTube, or even AI assistants, and this has fueled both independence and skepticism. They don’t passively accept authority; instead, they cross-check, self-learn, and seek multiple perspectives before forming opinions.
This independence comes with a demand for authenticity. They are wary of polished institutional messaging and are more likely to trust peer voices, reviews, and unfiltered student experiences. For universities, that means transparency will matter more than prestige. Peer-to-peer storytelling, student ambassadors, and honest engagement will resonate far more than glossy brochures.
Example,Lancaster University: In 2020, it engaged its student ambassadors to create content for a digital open-day campaign on TikTok. Students filmed honest, playful snippets about campus life and academics, which the university then used as ads. The result: over 10 million impressions and strong engagement from prospects.
7. Values-Driven: Inclusivity, Empathy, and Social Impact Matter
Generation Alpha is growing up in an era defined by both upheaval and progress, from climate change and social justice movements to greater representation in media. As a result, they are emerging as a values-driven cohort that places inclusivity, empathy, and impact at the core of how they see the world.
Research underscores this: Gen Alpha is growing up amid greater diversity and social awareness; U.S. children are increasingly diverse (about a quarter are Hispanic), and this cohort places strong emphasis on inclusion, fairness, and real-world impact. Many are drawn to careers that help the planet or improve lives, and they value authentic representation in media. Family and peer relationships remain central.”
For higher education, the implications are clear. Gen Alpha students will actively seek institutions that live their values, not just promote them. Colleges that demonstrate real commitments to sustainability, equity, and diversity, and that showcase authentic student voices leading these efforts, will stand out. This generation will be drawn to campuses where community, inclusivity, and social responsibility are visible every day.
Example, Connecticut’s Statewide Inclusive Curriculum Law: Gen Alpha’s commitment to inclusion and representation has already influenced legislation. In Connecticut, high school students successfully advocated for a more diverse history curriculum, leading the state to adopt a groundbreaking African American/Black and Puerto Rican/Latino studies requirement. Starting fall 2022, every Connecticut high school must offer an elective course on these communities’ contributions to U.S. history. The change came after students testified that their standard history classes “didn’t reflect their heritage.”
8. New Learning Preferences: Hybrid, High-Tech, and Hands-on
Gen Alpha has grown up in classrooms that blend formats, from traditional to fully remote. They’re highly flexible learners, with many indicating a preference for hybrid models and a minority favouring strictly on-campus courses. Many are open to fully remote learning if it’s engaging and high-quality.
Technology is central to their expectations. Sector surveys report expectations that universities will provide or loan essential devices like laptops or tablets. While 84% own smartphones, many lack personal laptops, highlighting their assumption that institutions will supply what’s needed. Fast Wi-Fi, mobile-first platforms, and seamless online access aren’t perks; they’re the baseline.
Gen Alpha also embraces emerging tech: Many are curious about AI tools (e.g., chatbots) and coding, often exploring these independently; in higher education, pilots increasingly integrate AI into coursework. Combined with their preference for project-based, experiential learning, this signals a need for universities to deliver hybrid, tech-enhanced, and hands-on programs that balance flexibility with meaningful outcomes.
Example, Bowdoin College’s Tech-Equipped, Experiential Learning:In addition to format flexibility, Gen Alpha craves hands-on, tech-enabled experiences. Bowdoin College (USA) exemplifies how institutions are responding on both fronts. Beyond providing every student with a MacBook Pro, iPad mini, and Apple Pencil (to ensure digital access), Bowdoin has invested in what it calls “digital equity…in tools essential for success in the twenty-first century.” All students and faculty have access to course-specific software and creative apps, leveling the field so that a geology major can 3D-model rock formations and an art student can experiment with Adobe Illustrator.
9. College on the Radar: High Aspirations, High Expectations
Despite speculation about younger generations skipping college, Gen Alpha shows strong intent to pursue higher education, yet with heightened expectations.
High Aspirations:Recent surveys indicate strong intent among teens to attend university; at the same time, expectations around flexibility, outcomes, and value are rising. Globally, demographers predict that over half of Gen Alpha will earn a degree, surpassing Gen Z.
Parental Influence: Raised largely by Millennials, Gen Alpha has absorbed a strong emphasis on education as a pathway to opportunity.
Example: The University of Arizona runs an annual “Arizona Road Trip” program where high school freshmen and sophomores visit campus for a day. The program brings high school freshmen and sophomores to campus for a day, giving an early taste of university life. Such programs are responses to parental interest – surveys by Morning Consult show that about 79% of Gen Alpha parents expect their child to get a four-year degree. Universities are capitalizing on this by expanding outreach to elementary and middle schools as well (STEM camps, coding competitions, etc., for young students).
Consumer Mindset: They view education as a service, expecting customization, relevance, and alignment with personal values. Academic reputation and location rank highest in their decision-making, closely followed by career outcomes.
Campus Expectations:
Tech-forward infrastructure: fast Wi-Fi, device support, smart study spaces, will be assumed, not optional. As one expert cautioned, “You can’t wake up and suddenly fix bandwidth or charging access when the Alpha generation arrives; you have to plan.”
Flexible learning formats: hybrid classes, online options, and stackable credentials – will matter.
Outcome-driven opportunities: internships, industry ties, and career development – will weigh heavily.
Bottom Line: Gen Alpha won’t dismiss higher ed; in fact, they’re poised to engage with it more than any previous cohort. But universities must deliver an experience that feels modern, future-focused, and worth the investment.
10. Preparation Is Key: Is Higher Ed Ready for Gen Alpha?
The oldest members of Generation Alpha will begin entering higher education in the late 2020s. That means colleges and universities need to start adapting now. Rising costs, shifting student expectations, and rapid digital change are already reshaping higher ed—and Gen Alpha will accelerate the pace.
Here’s how institutions can prepare:
Invest in Technology and Infrastructure
Ensure campus-wide high-speed connectivity, modern IT support, and cybersecurity.
Provide device support and experiment with AI tutors, adaptive learning platforms, and data analytics.
Evolve Teaching and Curriculum
Train faculty in hybrid pedagogy, active learning, and educational tech.
Update curricula with future-focused topics like AI literacy, digital ethics, and climate change.
Example: MIT’s Experiment with an AI Physics Tutor: At MIT, educators are rethinking course design itself with Gen Alpha’s digital proclivities in mind. In the introductory Physics I course (mechanics), MIT implemented an LLM-based tutor system to assist students with problem-solving practice. Essentially, the instructors developed a custom interface on top of ChatGPT where students can work through physics problems step-by-step, check the correctness of each step, and even request hints or explanations if they get stuck. This tool generates new practice problems on demand and flags any discrepancies between the student’s solution and the expected approach.
Enhance Student Services and Support
Expand academic tutoring, bridge programs, and wellness services.
Train advisors to handle highly informed, skeptical students who will come with detailed questions.
Foster Authentic Community
Create avenues for student voice and feedback.
Build inclusive, peer-driven communities both on-campus and online.
Communicate Value Clearly
Provide transparent data on graduate outcomes, alumni impact, and real career pathways.
Bottom line: Gen Alpha could inject creativity, entrepreneurship, and fresh ideas into higher ed. Institutions that start preparing now will be best positioned not only to serve this cohort but also to learn from them and innovate alongside them.
Example: MIT has implemented use cases in several courses where generative AI (LLMs) serve as practice tools or “tutors.” For instance, in their Physics I class, they used AI to provide guided practice problems, discrepancy checks, and support material for students to work through before live problem sessions. This model shows how institutions are integrating AI and digital tools directly into the curriculum to enhance learning, another example of the readiness higher ed will need for Gen Alpha.
Generation Alpha represents a new beginning for higher education. Born fully into the digital era, shaped by global events like COVID-19, and driven by values of inclusivity, empathy, and social impact, they will arrive on campus with high aspirations and equally high expectations.
Is Gen Alpha harder to teach? They can be challenging to teach with traditional methods, yes. Teachers find that Gen Alpha students often won’t passively sit through lectures or worksheets – their digitally trained brains crave interaction and stimulation. Standard classroom management tactics sometimes falter, as these kids might be less patient and more prone to distraction if not engaged.
Additionally, some arrive in class with weaker basic skills (due to the factors discussed above), making teaching them the usual curriculum harder without remediation. However, “harder to teach” doesn’t mean unable to teach; it means educators must adapt.
For colleges and universities, this means preparation cannot wait. From investing in digital infrastructure and adaptive teaching methods to strengthening student support services and demonstrating authentic values, institutions must begin laying the groundwork now. Gen Alpha will look for education that is flexible, technology-driven, and deeply connected to real-world outcomes.
The encouraging news is that these students are resilient, creative, and eager to make a difference. By embracing innovation and authenticity, higher ed has an opportunity not just to serve them well, but to evolve alongside them, building a learning environment that reflects the future they are poised to shape.
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Frequently Asked Questions
Question: What is the learning style of Gen Alpha? Answer: Gen Alpha students tend to be visual, interactive learners who are comfortable multitasking in digital environments. They often prefer short-form content and videos (having grown up on platforms like YouTube and TikTok) and learn well through gamification and hands-on exploration.
Question: What is the education of the Alpha Generation like? Answer: Generation Alpha’s educational experience has been distinct. They’ve grown up with personal technology from day one, many using tablets in preschool, and experienced hybrid or remote learning early due to COVID. Generation Alpha education is more personalized and tech-infused than past generations. Gen Alpha students often use online resources (YouTube, learning apps, even AI tools) alongside formal schooling. Going forward, they are expected to be the most educated generation in history, with over half projected to earn university degrees.
Question: Is Gen Alpha harder to teach?
Answer: They can be challenging to teach with traditional methods, yes. Teachers find that Gen Alpha students often won’t passively sit through lectures or worksheets – their digitally trained brains crave interaction and stimulation. Standard classroom management tactics sometimes falter, as these kids might be less patient and more prone to distraction if not engaged.
This HEPI blog was kindly authored by James Atuonwu, Assistant Professor at the New Model Institute for Technology and Engineering (NMITE).
Where machines of the past multiplied the strength of our hands, AI multiplies the power of our minds – drawing on the knowledge of all history, bounded only by its training data.
We are living through a moment of profound transition. The steam engine redefined labour, the computer redefined calculation, and now AI is redefining thought itself. Unlike earlier technologies that multiplied individual workers’ power, AI, particularly large language models (LLMs), multiplies the collective intelligence of humanity.
For engineering practice and universities alike, this shift is existential.
As a servant, AI supports engineers in simulation, design exploration, and predictive maintenance. For students, it provides on-demand access to resources, enables rapid testing of ideas, and helps them reframe problems.
As a master, AI risks entrenching bias, undermining judgment, and reshaping educational systems around efficiency rather than values.
The challenge is not whether AI will change engineering education, but whether we can train engineers who command AI wisely, rather than being commanded by it.
This logic resonates with the emerging vision of Industry 5.0: a paradigm where technology is designed not to replace humans, but to collaborate with them, enhance their creativity and serve societal needs. If Industry 4.0 was about automation and efficiency, Industry 5.0 is about restoring human agency, ethics, and resilience at the heart of engineering practice. In this sense, AI in engineering education is not just a technical challenge, but a cultural one: how do we prepare engineers to thrive as co-creators with intelligent systems, rather than their servants
Universities, therefore, face a central question: Are we preparing students merely to compete with each other using AI, or to thrive in a world where the very structure of engineering work has changed?
Rethinking Assessment
This question leads directly to assessment – perhaps the most urgent pressure point for universities in the age of AI.
Assessment must shift from recalling knowledge to demonstrating judgment.
Students should be evaluated on their ability to frame problems, critique AI-generated answers, work with incomplete data, and integrate ethical, social, and environmental perspectives.
A further challenge lies in the generational difference in how AI is encountered. Mature scholars and professionals, who developed their intellectual depth before AI, can often lead AI, using it as a servant, because they already possess the breadth and critical capacity to judge its outputs. But students entering higher education today face a different reality: they arrive at a time when the horse has already bolted. Without prior habits of deep engagement and cognitive struggle, there is a danger that learners will be led by AI rather than leading it.
This is why universities cannot afford to treat AI as a mere technical add-on. They must actively design curricula and assessments that force students to wrestle with complexity, ambiguity, and values – to cultivate the intellectual independence required to keep AI in its rightful place: a servant, not a master.
Challenge-based learning, replacing rote lectures with inquiry-driven engagement in authentic problems.
Industry and community co-designed projects, giving students opportunities to apply knowledge in practical contexts
Interdisciplinary integration across engineering, business, and social perspectives.
Block learning, enabling sustained immersion in complex challenges – a counterbalance to the fragmenting tendencies of AI-enabled multitasking.
Professional skills and civic engagement, preparing graduates to collaborate effectively with both people and intelligent systems.
Assessment through projects and portfolios, rather than traditional exams, pushing learners to demonstrate the judgment, creativity, teamwork and contextual awareness that AI can only imitate but not authentically embody.
These approaches anticipate what the AI era now demands of universities: to become sites of creation, collaboration, and critique, not simply repositories of content that AI can reproduce at scale. Some newer institutions, such as NMITE, have already experimented with many of these practices, offering a glimpse of how higher education can be reimagined for an AI-enabled world.
Closing Reflection
AI may be the greatest machine humanity has ever built – not because it moves steel, but because it moves minds. Yet, with that power comes a reckoning.
Do we let AI master our universities, eroding integrity? Or do we make it serve as a co-creator, multiplier of human intelligence, and a tool for cultivating wise, ethical, creative engineers?
The answer will define not just the future of engineering training and practice, but the very shape of university education itself.
