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Less than a decade ago, rapid digitalisation in higher education, attributed to the COVID-19 pandemic, shifted physical classrooms to online learning platforms. To make online lessons more engaging, educators were encouraged to utilise digital resources such as videos and quiz platforms more significantly. 

This transformation became vital for the next phase of higher education, i.e. artificial intelligence (AI). Higher education was introduced to yet another wave of digital transformation, where educators were expected to embrace these changes. The goal? To improve student proficiency in the digital context. That said, universities have increasingly integrated technology-based learning tools into teaching practices to enhance the learning experience, with some even actively embedding the use of smartphones.

Advocacy for digitalisation and improving AI competencies is inevitable, given that the Malaysian government promoted AI integration across industries. Furthermore, Malaysian higher education institutions, in alignment with the ASEAN regional efforts, have participated in collaborative initiatives through research and projects to alleviate digital transformation in the region. 
Although some countries continue to strengthen the digitalisation agenda, there are others reconsidering its implementation. Since 2026, Sweden – a country regarded for high digital adoption in education – decided to invest 100 million Euros in efforts to de-emphasise heavy reliance on screens, and instead increase the use of textbooks in schools, thereby indicating that traditional learning methods remain vital in supporting foundational learning. Perhaps one would inquire – does the integration of digital tools and AI, despite careful planning, still need more consideration?

Back when digital empowerment and AI were not yet buzzwords, numerous studies have illustrated the importance of communication, social connection, and teamwork in effective learning. These soft skills are fundamental to developing confidence, resilience, leadership, and emotional sensitivity, which, however, can be limited by constant screen engagement. 
While digital apologists may highlight the existence of numerous platforms that help develop and strengthen such skills, there is no denying that students learning with digital devices often struggle with memory retention, maintaining focus, and in-depth comprehension, particularly when digital learning is poorly designed. 

Thus, the underlying concern in relation to digitalisation and AI in classrooms is this: how can higher education students learn thoughtfully while remaining engaged and effectively using modern tools? The obvious answer to this question is to balance digital and AI tools with traditional methods.

Certain topics are best reinforced through traditional, hands-on methods. For instance, gamified exercises, problem-solving games, and reflection activities that require students to sort, match, organise, and articulate concepts allow them to apply and remember theoretical principles in a more tangible and interactive way. Mistakes made during these activities provide a valuable learning opportunity through feedback and correction, which also boosts student motivation and engagement. 

Some purists may dismiss these methods as juvenile; however, prioritising learning outcomes can be more important than being process-oriented, as it ensures students gain meaningful takeaways rather than simply interacting with digital screens. 

Others may also argue that such activities have limited relevance in an AI-ready environment. Nonetheless, these skills are vital to cultivate higher-order abilities encompassing creativity, critical thinking, and emotional intelligence – abilities that are fundamental to being human. After all, digital and AI tools should complement and not replace human capabilities. 

So, where do we go from here?

If the adoption of digital and AI tools becomes a cookie-cutter strategy, it is likely to fall short of addressing the uniqueness of hospitality education and thus may not fully benefit students and the industry. Digitalisation and AI should instead be contextualised, as different fields place different levels of importance on these technologies. At this juncture, in disciplines such as hospitality, where human interaction is a valued component, digital and AI are likely to serve as support mechanisms instead of a core competency. Hence, as educators, there is a need to manage the expectations of digitally inclined students with the realities and needs of the industry. 

Evelyn Loh Geok Yan
Department of Hospitality and Events
School of Hospitality and Tourism Management
Email: @email