Why Hasn’t AI Replaced University Teachers (Yet)?

DOI

10.2991/978-94-6239-823-8_14How to use a DOI?

Keywords

artificial intelligence; higher education; critical thinking; engineering education; pedagogical innovation; GeoGebra

Abstract

In this position paper, we review the potential impacts of artificial intelligence on higher education in engineering, with a particular focus on changes in students’ cognitive abilities. We describe the emerging roles of university faculty in a world transformed by AI, and propose recommendations for renewal across all areas of education. Through an elective course in an architectural engineering program, we demonstrate how the development of students’ skills can be achieved by temporarily and consciously restricting the use of AI. Finally, we provide an example of relatively simple geometric tasks in which the currently most widespread artificial intelligence systems cannot yet perform at a human level.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Johanna Pék
PY  - 2026
DA  - 2026/11/04
TI  - Why Hasn’t AI Replaced University Teachers (Yet)?
BT  - Proceedings of the Innovation in Engineering Education 2026 Conference (IEE 2026)
PB  - Atlantis Press
SP  - 158
EP  - 170
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6239-823-8_14
DO  - 10.2991/978-94-6239-823-8_14
ID  - Pék2026
ER  -