Abstract:

Generative AI (GenAI) is rapidly transforming teaching, learning and professional practice across higher education, yet institutions lack coherent frameworks for developing the human capabilities that remain essential alongside technological adoption. Evidence shows that three-quarters of young people aged 13–18 have already used GenAI tools, and similar patterns of adoption are accelerating across universities, reshaping expectations of how learning happens and work gets done. While GenAI offers significant opportunities — personalised learning, faster feedback, reduced staff workload and new approaches to assessment — the risks are equally substantial: reinforcement of bias, deepened inequalities of access, weakened learner independence and environmental concerns.

This paper argues that higher education requires a dual response: the effective integration of GenAI and the systematic development of the indispensable human capabilities that AI cannot replace. Existing competency frameworks, including those from UNESCO and sector bodies, tend to offer either high-level descriptions or narrowly technical competencies, with limited guidance on progression, evidence of achievement or practical embedding within curricula.

To address this gap, the paper introduces the FUTURES framework, a practical, evidence-informed model comprising seven domains of human capability: Fluency in AI and Digital Systems, Understanding Self and Wellbeing, Technology Ethics and Responsibility, Understanding Others and Social Intelligence, Resilience and Adaptability, Emerging Technology Awareness, and Society and Professional Engagement. Each domain is operationalised through detailed skills progressions — from Foundation to Exemplary level — with illustrative evidence indicators, enabling universities to embed capability development across disciplines, curricula and assessment strategies.

The framework draws on an extensive review of current research on GenAI in higher education, international competency models, and policy guidance from bodies including UNESCO, JISC, HEPI, the Russell Group and the OECD. Implications for curriculum design, assessment and academic integrity, staff development, and institutional governance are discussed, with a focus on how universities can integrate human-AI collaboration while ensuring that ethical reasoning, critical thinking and wellbeing remain central.

The FUTURES framework offers higher education institutions a structured, actionable approach for strengthening human potential while navigating the opportunities and risks of an AI-rich world.

Keywords:

Teaching, learning, working, generative AI, skills.