AI in Higher Education: Which Skills Are Fading and Which Are Emerging in the Age of Artificial Intelligence?

MarGib July 12, 2026

🌐 🇵🇱 Polski · 🇬🇧 EN

Artificial intelligence is reshaping the landscape of higher education—from writing papers to grading exams. Which specific skills are at risk, which tools are gaining popularity among students and instructors, and how are Polish universities responding? We address the key questions by presenting official positions, research, and expert forecasts.

Biblioteka uniwersytecka z holograficznymi interfejsami AI, studenci i wykładowcy współpracujący z technologią — The new academic reality: students and teachers in a library where traditional books coexist with AI interfaces

Since the launch of ChatGPT in November 2022, artificial intelligence has become an inseparable part of discussions about the future of education. Universities worldwide are grappling with the challenge of reconciling technological progress with traditional academic norms. In Poland, as in other countries, a debate is underway over the boundaries of responsible AI use—both by students and instructors. The question is no longer "Should AI be used in teaching?" but rather "How can it be used fairly, effectively, and in accordance with academic ethics?"

Threats AI Poses to Higher Education: What Is Really at Risk?

Artificial intelligence is not a new phenomenon, but its impact on education has accelerated with the development of tools based on large language models (LLMs). Four key areas of academic work are particularly vulnerable to misuse:

1. Text Generation and Academic Fraud

Tools like ChatGPT, Gemini, and Perplexity AI enable the creation of coherent, multi-page texts in minutes. According to a Turnitin report, the percentage of suspicious submissions rose from 3.8% to 11.6% within just two months of 2023. While not all of these papers were AI-generated, the data highlights the scale of the challenge facing plagiarism detection systems.

The problem extends beyond essay writing. Students are increasingly using AI for:

translating and paraphrasing foreign-language texts (DeepL, QuillBot),
generating programming code (GitHub Copilot),
creating presentations and statistical analyses.

A study by the Education and Development Foundation (2023) found that 22% of Polish students admitted to using AI for writing assignments. The most commonly used tool is ChatGPT (78%), and over 40% of students employ paraphrasing tools to obscure text sources.

2. Automated Grading and Instructor "Laziness"

Students aren’t the only ones benefiting from AI. According to an Elsevier report, 18% of academic instructors admit to using AI for automated grading. Systems like Gradescope and Elicit generate comments and scores based on criteria set by instructors. While this is intended to streamline teaching workloads, it raises significant concerns:

Lack of transparency: 62% of respondents report difficulty understanding how AI arrived at a specific grade.
Risk of errors: Systems trained on existing grades may reproduce biases or inconsistencies.
Decline in teaching quality: 38% of instructors believe automation deprives them of the ability to provide individualized student feedback.

The case of the Medical University of Łódź (2023) illustrates how far abuses can go. Two instructors were disciplined for using AI to grade exams—generating answers for students—which was deemed a serious violation of academic ethics.

Polish Universities and AI: Regulations, Training, and Pedagogical Shifts

Poland is not standing idle in the face of AI challenges. In October 2023, the Ministry of Education and Science (MEiN) issued a statement emphasizing that AI is not prohibited, but its use must be transparent and compliant with ethical standards. Key points of the MEiN position include:

AI may be used for educational purposes, but its use must be declared and documented.
Universities are required to update study regulations to address AI tool usage.
No ban on AI is planned, but greater responsibility is expected from students and instructors.

The Conference of Rectors of Academic Schools in Poland (KRASP) took a step further. In January 2024, it published guidelines recommending:

Introducing mandatory digital ethics courses (including responsible AI use).
Developing internal anti-plagiarism policies that account for AI, such as collaboration with systems like Turnitin or Urkund.
Shifting assessment formats, e.g., toward more oral exams or individual projects, which are harder to fake.

Several Polish universities have already implemented concrete changes:

University of Warsaw (UW)

Since the 2023/24 winter semester, students must sign a declaration confirming they completed their work independently, including any use of AI. UW collaborates with Turnitin to detect AI-generated text. Additionally, since September 2023, instructor training programs on responsible AI use in teaching have been offered.

Warsaw University of Technology (PW)

Since October 2023, PW has imposed stricter penalties for AI-related academic fraud—including potential expulsion in extreme cases. The university also provides training for academic staff on integrating AI into teaching. Study regulations have been updated to reflect these new challenges.

Jagiellonian University (UJ)

UJ introduced mandatory digital ethics courses for first-year students. The university uses the Urkund plagiarism detection system, which now includes tools for identifying AI-generated text. In February 2024, UJ published a statement emphasizing the need for transparency in AI use.

Does AI Really Help Cheat? Evidence from Research and Statistics

While debates about AI in education often rely on anecdotes and speculation, concrete research sheds light on the scale of the issue. Here are the most credible findings:

Student Research

A QS International (2023) survey of 10,000 students across 19 countries found that 34% had used AI to write papers. The most common reasons included:

time savings (58%),
lack of writing skills (32%),
grade pressure (25%).

In Poland, the Education and Development Foundation’s 2023 study revealed that 22% of students admitted to using AI, and 67% of academic fraud cases were detected accidentally by instructors—not by plagiarism detection systems.

Instructor Research

The Elsevier (2024) report found that 18% of instructors use AI for automated grading, and 62% cite a lack of transparency in the grading process. Furthermore, 38% believe automation undermines their ability to provide individualized student feedback.

The case of the Medical University of Łódź (2023) demonstrates how far abuses can escalate. Two instructors were disciplined for using AI to grade exams—generating answers for students—which was deemed a serious violation of academic ethics.

Future Skills: What Will Graduates Need in the AI Era?

If artificial intelligence takes over routine tasks, which skills will become most valuable? According to the World Economic Forum (2023), by 2027 the most in-demand skills will be:

Critical thinking skills – projected growth of 52%. Graduates will need to evaluate the credibility of information, identify errors in AI-generated data, and make informed decisions.
Creativity and innovation – projected growth of 48%. While AI can generate text or code, humans must assign meaning and uniqueness to it.
Interpersonal skills – projected growth of 45%. In an era of remote learning and work, collaboration, empathy, and communication are becoming critical.
Digital skills – projected growth of 40%. Graduates will need foundational programming knowledge, AI tool proficiency, and data security awareness.
AI collaboration skills – projected growth of 35%. This goes beyond tool usage to include conscious application and understanding of AI limitations.

To meet these challenges, Polish universities have begun updating their curricula. For example:

Warsaw School of Economics (SGH) introduced a new course, "Ethics and AI in Business", and its MBA program now includes a module on using AI for data analysis.
Wrocław University of Science and Technology made "AI in Engineering" a mandatory course, where students design projects using AI tools.

2030 Forecast: How AI Will Transform the Graduate Job Market

Experts agree: by 2030, artificial intelligence will revolutionize the job market. According to an OECD (2023) report, 40% of occupations will require new AI-related skills. Roles based on routine tasks—such as translators, accountants, or text editors—will be most at risk. The most resilient professions will require creativity, empathy, and complex decision-making, such as doctors, engineers, or teachers.

A McKinsey Global Institute (2023) report estimates that by 2030, 2.5 million jobs in Poland could be transformed due to AI—both eliminated and created. The greatest growth in demand will be in IT (+45%), healthcare (+30%), and education (+25%). The largest decline will affect office administration (-35%) and retail (-20%).

The European Commission plans to invest in educational programs focused on AI and digital skills. By 2030, 70% of adult Poles should possess basic digital skills (currently 58%). Poland has the potential to become a leader in AI education in Central and Eastern Europe, but this will require greater financial investment.

Summary: AI as a Challenge, Not a Threat

Artificial intelligence is neither a miracle cure nor an apocalypse for higher education. It is a tool that can both facilitate and complicate the learning process—depending on how it is used. Key takeaways from this article include:

AI primarily threatens skills related to writing, translation, and data analysis, but it also creates new teaching opportunities.
Polish universities are taking steps toward regulation and AI integration, though this process is still in its early stages.
To meet the challenges of the AI era, graduates will need to develop critical thinking, creativity, and the ability to collaborate with technology.
By 2030, the job market will undergo significant changes, but interpersonal and ethical skills will remain essential.

Ultimately, success in the AI era depends not on the technology itself, but on how people use it. Education should focus on cultivating critical minds capable of leveraging AI to create value rather than cheating the system.