AI

Pedagogy

Innovation

Technology

A Platform to Adapt Higher Education to GenAI Tools

This project develops a platform to help university teachers adapt their courses to the era of Generative AI tools like ChatGPT. It analyzes course materials to identify AI-automatable tasks and suggests more meaningful learning alternatives. The goal is to support educators in integrating AI responsibly while keeping learning authentic and human-centered.

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Start & End Date

01.11.2025 - 30.06.2026

Main Applicant

Tsukanova, T., EHL Hospitality Business School

Co-applicants

• Calvaresi, D., HES-SO Valais-Wallis - Haute Ecole d'Ingénierie

• Sarrasin, N., HES-SO Valais-Wallis - Haute Ecole de Gestion

External Funding

HES-SO

Mind the Gap: Adapting Higher Education to the Age of AI

Project Description

The rise of GenAI tools like ChatGPT is outpacing universities' ability to adapt their curricula, assessments, and integrity rules. Mind The Gap (MTG) is an eight-month interdisciplinary open innovation project that develops and pilots a proof-of concept platform to help educators redesign courses for the GenAI era. It maps educator needs, co-designs a web prototype that analyzes syllabi, flags AI-automatable tasks, and proposes higher-order alternatives using a neurosymbolic approach. Piloted in business and engineering domains, MTG key outputs include a web prototype, a prompt-rule library, guidelines, and an anonymized dataset. MTG will enable educators to efficiently audit and improve course design, promoting ethical and scalable GenAI integration in higher education.

Our Team

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Dr. Tatyana Tsukanova

Assistant Professor

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Dr Davide Calvaresi

Associate Professor

natalie-sarrasin

Natalie Sarrasin

Lecturer

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Lionel Saul 

Research Assistant 

EHL Insights

AI in Higher Education: Rethinking Academic Models

When did you first hear about ChatGPT? For most of us, it was in 2022 when GenAI entered our lives. It immediately triggered excitement and anxiety in the professional world, especially in higher education, which was expected to take the lead in the conversation. Thousands of posts and articles began to appear, discussing the impact of GenAI on the future of universities, skills, learning, and thinking.

The critiques continue to circulate, but a growing stream of research is actually going in a different direction: GenAI is not a threat to learning – it is an opportunity to bridge the gap and change what was already fragile and outdated in higher education, including course assessments and activities which struggle to remain meaningful in AI-rich environments. In other words, yes, now is the right time to adapt; it is the right time to rethink how we design courses, set learning goals, and assess and teach students to think.

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