Since the emergence of ChatGPT in November 2022, artificial intelligence (AI) has become one of the most transformative technologies of our time. While AI has existed for decades, recent advances in generative AI have dramatically lowered the barriers to access and broadened participation. AI is no longer a tool used only by computer scientists or technology specialists. Today, students from virtually every discipline can interact with AI systems through natural language and apply them to a wide range of tasks.

Just as digital literacy became an essential skill in the computer age, AI literacy is rapidly becoming a fundamental competency for the future workforce. AI literacy extends beyond simply using AI technologies. AI literacy is about understanding the capabilities and limitations of AI (e.g., biases, negative environmental impacts of using AI), applying it effectively to solve problems, and using it responsibly while considering ethical implications. Universities therefore have an important responsibility to ensure that students graduate with the knowledge and skills necessary to thrive in an AI-enabled world. 

At the same time, traditional approaches to higher education may no longer be sufficient on their own. Much of the modern university system was designed for an era when access to information was limited and knowledge transfer was a primary educational objective. Today, information is abundant and instantly accessible through digital technologies, including AI systems available on a smartphone. In this new environment, the value of higher education increasingly lies not in memorizing information, but in developing the ability to critically evaluate information, identify meaningful problems, and create innovative solutions.

The future workforce will face increasingly complex challenges, including environmental sustainability, public health, urban development, and natural resource management. Addressing these issues requires creativity, critical thinking, interdisciplinary collaboration, and effective teamwork. Although AI can support analysis and decision-making, it cannot determine what society should prioritize, resolve complex ethical tradeoffs, or define what constitutes a desirable future. These inherently human responsibilities require judgment, values, empathy, and collective deliberation. Students must therefore learn how to work effectively with AI rather than simply rely on it. In this sense, AI literacy enables individuals to direct technology toward meaningful goals rather than be directed by it. 

Virginia Tech is well-positioned to lead this effort. Experiential learning has long been a defining strength of the university. Learning by doing provides students with opportunities to tackle authentic challenges, collaborate with others, and apply emerging technologies in meaningful contexts. These experiences help students develop both practical skills and the confidence needed to work alongside AI technologies.

Looking ahead, two priorities deserve continued attention. First, experiential learning should be built upon a strong foundation of disciplinary knowledge and computational thinking. Foundational knowledge in environmental science, natural resources, GIScience, and related disciplines remains essential because students must understand the context of complex problems before they can effectively leverage AI to address them. AI literacy is most powerful when combined with deep domain expertise rather than treated as a substitute for it. Students who lack foundational disciplinary knowledge and computational thinking skills may be able to use AI tools, but they may struggle to critically evaluate AI-generated outputs and recognize or mitigate limitations such as biases, inaccuracies, and uncertainty. 

Second, stronger partnerships between universities and external organizations, including industry, government agencies, and nonprofit organizations, can provide students with opportunities to engage with real-world challenges. For example, through the NSF-funded Digital Twin Research, Innovation, and Collaboration Hub (DT-RICH) planning grant, a multidisciplinary team of researchers, including myself, is collaborating with industry partners to workforce development in AI-powered geospatial digital twin technologies. These collaborations help expose students to emerging technologies, industry needs, and authentic problem-solving environments while strengthening both their technical skills and AI literacy.  

As members of the Virginia Tech community, our alums and partners can play an important role in this effort. By sharing meaningful project opportunities and engaging with students, they can help create authentic learning experiences that prepare the next generation of Hokies for success. Together, we can ensure that our graduates are not only prepared to navigate an AI-enabled future but also equipped to lead it in the spirit of Ut Prosim (That I May Serve).

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