Rethinking the role of universities in the Crisis of Higher Education

• In Event: 50462 - Section on Science, Knowledge, and Technology Roundtables
  In Refereed Roundtable (60 minute): Table 15: Knowledge-Making and Educational Institutions

Abstract

Oxford University Press has selected "brain rot" as the word of the year for 2024, acknowledging its cultural and societal significance. The term describes the mental decline caused by excessive consumption of superficial or unchallenging content, particularly online. It reflects a broader societal mindset, especially in the context of intellectual deterioration due to trivial material. The rising mental health issues among students, such as anxiety, depression, and disorders like OCD and ADHD, highlight the pressures of modern life. These challenges should not be seen as personal flaws but as products of societal expectations. As Han (2014) argues, in a neoliberal society, individuals are constantly self-exploiting, trying to optimize their lives while facing the pressure to succeed, leading to a culture of perfectionism and difficulty coping with failure.

The value of higher education has been increasingly questioned, with factors like political interventions, student loan debt, and cultural reluctance towards elitism contributing to this decline. After WWII, a college degree became essential for securing a job, but today, the job market has shifted. With the rise of artificial intelligence, white-collar jobs are stagnating, and higher degrees no longer guarantee success. The rising cost of education, combined with uncertainty in job outcomes, has led many to reconsider the value of traditional academic paths.

This paper seeks to address the challenges within the current education system, particularly how AI, mental health issues, and traditional grading practices impact student development. AI’s growing role in education, while offering efficiency, can hinder critical thinking and creativity. The pressures of competition, perfectionism, and the grading system exacerbate anxiety, leading students to rely on AI, self-diagnose mental health disorders, or even experience burnout. A reevaluation of teaching practices is necessary to foster more meaningful learning experiences. The shift in how we perceive and implement education must consider these evolving challenges to better support students’ intellectual and emotional well-being.

Author

• Hyeonseo Lee, SUNY-Binghamton