Non-automatable cognitive skills in higher education in the age of generative AI

The emergence of Generative Artificial Intelligence (GenAI) necessitates a critical re-evaluation of cognitive and metacognitive skills within higher education curricula. A review of existing studies highlights the urgent need to identify, protect, and develop human cognitive work that cannot be automated by GenAI, guiding essential redesigns in curriculum and assessment practices.

This analysis is critical because it identifies a fundamental challenge to human capital development posed by generative AI. Prioritizing and cultivating non-automatable cognitive skills ensures that educational systems continue to produce individuals capable of critical thought, innovation, and complex problem-solving beyond automated outputs, safeguarding long-term societal and economic adaptability.

Generative AI's rise compels an urgent reconsideration of central cognitive and metacognitive capabilities in higher education.

Forward consideration, not a verified fact.