The impact of AI on learning in 2033

The impact of AI on the educational sector in the past ten years cannot be underplayed. With a proliferation of freely available tools available freely online and by subscription, students can complete degrees and other tertiary courses by proxy - that is, the AI would complete the course content on behalf of the student resulting in falsified qualifications. Xcel Learning steps in with a fight fire with fire attitude, offering students and educators alike a solution to a very modern problem.

The Guiding Principles of Excel Learning

The guiding principles of Xcel Learning lean into the foundations of neoliberalism, where private enterprise is superior to state or publicly run enterprise (Ampuja, 2016). This rings true with Xcel Learning in that it bases its qualification metrics on innovative technology developed specifically with employers and employees in mind.

When employing staff, employers require a level of certainty and assurance. The certainty that there are educational outcomes that have evolved to meet the changing landscape in tertiary education as well as assurance that the qualifications the candidate has acquired are authentic and not the result of AI use as is currently the case in many state-funded educational settings.

Changes in consumer spending, continued uncertainty in housing affordability, inflation at an all-time high and an increasingly ageing population that has changed the labour market have turned any traditional notions of Capitalism on their head. Capitalism powered by AI advances looks very different to the type of capitalism experienced to date. From the Bourgeois autocratic industrial era through to the salaried worker model that dominated the middle to late 1900s where both were characterised by a reliance on structure, physical locations, industrial settings and mass production (Apuja, 2016).

Capitalism in 2033 is all about freedom and movement – the opposite of structure and stability. This lack of conventional structure has resulted in free markets where individuals can work on a number of jobs or learn at a number of institutions resulting in a reduction in the ability to track skills and qualifications with certainty. With an increasingly ageing population that tends to continue working and studying for longer in life, changes were required across the employment and education sectors to support the demand for new skills yet ensure employers are not getting duped by falsified credentials.

The long lasting effects of the 2020 Pandemic

Most pundits pointed to the pandemic of 2020 for the dismantling of conventional learning systems, where students got their first taste of en masse online learning – along with working from home orders for most employee settings. Here, we saw primary, secondary and tertiary students pivot to learning from home whilst educators scrambled to update the curriculum and its delivery to suit the fast-paced changes introduced overnight. And, although most learners returned to school full time by 2022 (post-pandemic), the seed of change was planted and thus in the years following, a new crop of educational settings sprung to life – Xcel Learning being one of the first innovators in this field. Geographical boundaries were a result of the Pandemic slashed and learning curriculums quickly changed to adapt to the new landscape that was emerging. Miller & Liu (2021) aptly described this era as ‘Disaster Capitalism’.

The population has since adapted to the modern notions of work-life balance and adapted across Secondary and Tertiary formats of learning. Students are no longer required to study at one school – they can choose to study in a single school or online or select subjects across multiple schools. Secondary education had morphed into an Open Uni for High School aged students. Tertiary education itself underwent a facelift with the key pivotal point in change being 2024 when the influx of AI tools that had the capacity to mimic students and complete the study core units for a student has overtaken the education sector by storm. Technology was required to counteract a technological loophole that was creating havoc in the trading markets and adding to the unrest of economic turmoil already in place at the time due to the slump of the ASX in late 2023 due to the crash in the Lithium market.

The original intent of Excel Learning was to inform educators on how to counter the attack on quality education that proliferated in Secondary schools and Tertiary educational settings ten years ago and since then has evolved to continue to meet market demand. It has since evolved into much more than just a tool for combatting the rise in AI-generated assignments and qualifications.

Xcel Learning, a leader in Peer to Peer education.

The business model officially expanded in 2029 to include a platform that allowed the collaboration of students willing to learn and gain skills that would secure employment with teachers, trainers and educators alike. The Share to Learn platform was awarded last year with the prestigious 2032 National Innovators award (for profit) for its application of an old-school peer-to-peer platform model, reinvented to solve a modern issue. Peer-to-peer platforms are part of the sharing economy where one shares an item, resource or service of value with a consumer that sees the value in the item offered. Although these types of platforms in the past may have been plundered with bias and unfair practices (Malhotra & Van Alstyne, 2014), this reinvented model ensured that the service provider – or the educator in this instance – could not identify the consumer – the student. As a result, accreditation and thus employment was based purely on merit. The value of the peer-to-peer platform in this setting was further exemplified by the fast take up of the resources available to create a new quasi-marketplace that not only offered a connection between a teacher and students – employers also now use the site to train potential candidates before determining whether to employ them once the qualifications are attained.

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For more information, visit our reference list:

Ampuja, M. (2016). The New Spirit of Capitalism, Innovation Fetishism and New Information and Communication Technologies. Javnost: The Public, 23(1), 19–36. https://doi.org/10.1080/13183222.2016.1149765.

Miller, R., & Liu, K. (2022). After the Virus: Disaster Capitalism, Digital Inequity, and Transformative Education for the Future of Schooling. Education and Urban Society, 0(0). https://doi.org/10.1177/00131245211065419

Malhotra, A. Van Alstyne, M. (2014). The dark side of the sharing economy … and how to lighten it. Commun. ACM 57, 11 (November 2014), 24–27. https://doi.org/10.1145/2668893