To avoid an unwinnable game of catch-up with technology, universities must rethink pedagogical improvement that goes beyond scaling online learning. Now artificial intelligence is accelerating these tensions. Used well, AI could give faculty and designers more space to experiment, reflect and take risks. But if it is simply used to produce more content, faster, universities risk deepening a content conveyor belt mentality. If higher education wants genuine teaching innovation, it must recognise that pedagogy is the real driver of educational quality. This means making pedagogical improvement a strategic goal. Institutions can anchor innovation in values, build authentic communities of practice and invest explicitly in pedagogical leadership.
