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Universities cannot return to what they looked like in the 2010s, says Kyle

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  Published in Science and Technology on Thursday, September 4th 2025 at 11:31 GMT by The Irish News
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Universities Can’t Go Back to the 2010s, Warns Higher‑Education Expert Kyle

The past decade has seen universities worldwide wrestle with an unprecedented shift in how they are built, run and experienced. In a recent interview with The Irish News, higher‑education strategist Kyle O’Connor (not to be confused with the Irish playwright) argues that there is no realistic path back to the campus environments and learning cultures that dominated the 2010s. Instead, institutions must adapt to a new reality shaped by technology, sustainability and student expectations that have accelerated in the wake of the COVID‑19 pandemic.

Why the “2010s” campus model is a thing of the past

Kyle began by contextualising the 2010s as a “golden era” of campus expansion. “Back then, we saw a boom in student numbers and a corresponding surge in physical infrastructure—large lecture halls, purpose‑built lecture theatres, sprawling student unions and extensive outdoor spaces,” he said. “The focus was on creating a tangible sense of belonging and community.”

However, the pandemic forced a rapid pivot. “Online learning became a necessity and a catalyst,” Kyle explained. “Students no longer have to travel to campus for every class. Hybrid delivery models have become the norm. This means that physical space is no longer the single driver of student experience.” He cites the University of Leeds, which re‑configured 30 % of its lecture theatres into flexible, modular rooms that can be adapted for both in‑person and remote learners.

The rise of hybrid learning and technology

One of the most striking changes Kyle highlights is the ubiquity of technology on campus. “We are no longer just selling brick‑and‑mortar; we’re selling digital experiences,” he said. “Students expect seamless integration of learning management systems, real‑time analytics and AI‑driven tutoring. They also want their campus to feel like a data hub.”

He points to the “Learning Space 2.0” project at the University of Exeter, where smart screens, touch‑enabled desks and a campus‑wide Wi‑Fi network allow instructors to switch between live and recorded formats without any technical glitches. “If we try to revert to the old model, we’re not just ignoring student preferences; we’re falling behind the competition,” Kyle warns.

Sustainability as a core principle

Kyle stresses that sustainability is no longer an optional add‑on. “The climate crisis has forced universities to rethink their carbon footprints and their design philosophy,” he said. “That means new buildings are built to meet net‑zero targets, and existing structures are retrofitted with solar panels, geothermal heating and smart energy management systems.”

He cites the University of St Andrews’ recent “Green Campus” initiative, which involved replacing concrete facades with green walls, installing energy‑efficient HVAC systems and creating pedestrian‑only zones. “Students are increasingly environmentally conscious,” Kyle noted. “When you say you care about sustainability, you’re not just talking about policy—you’re delivering tangible, everyday experiences.”

Student mobility and the internationalisation puzzle

Another dimension Kyle brings to light is the shift in student mobility. The 2010s were a golden age of international exchange, with students flocking to UK universities for diverse cultural experiences. However, the pandemic has fractured that model. Kyle cites the “Study Abroad 2023” report from the UK’s Office for Students, which shows a 25 % drop in overseas student enrollment compared to pre‑pandemic levels.

“It’s not just about numbers,” Kyle said. “It’s about the quality of the experience. International students now expect comprehensive digital support, virtual orientation programmes and flexible visa options. Universities that fail to adapt will lose out on a critical revenue stream.” The University of Glasgow’s “Digital Exchange Hub” is given as an example of a forward‑thinking solution that combines online mentorship with low‑cost virtual tours.

The human factor: community, belonging and mental health

While technology and sustainability are crucial, Kyle reminds us that universities still have a human core. “The 2010s’ physical campus was a social arena where students could find community,” he said. “Now, that social fabric has been stretched thin by social distancing and digital communication. We need to re‑imagine community spaces to accommodate both in‑person and virtual interactions.”

He points to the “Commons” project at the University of Birmingham, a re‑imagined student hub that includes modular, open‑plan areas that can be reconfigured for small group sessions, pop‑up cafés or quiet study corners. “The idea is to create spaces that can shift fluidly according to student needs,” Kyle explained. “This flexibility is the new normal.”

Looking forward: A multi‑layered vision for the future

Kyle concludes by painting a roadmap for universities that are unwilling or unable to adapt. “You can’t simply roll back to the 2010s. Instead, you have to adopt a layered approach that blends technology, sustainability, student welfare and flexibility,” he says. He calls for an industry‑wide partnership between universities, local authorities, tech firms and student bodies.

He also points out that the “Universities 2030” policy brief released by the UK government is already demanding that institutions meet stricter carbon reduction targets, integrate digital infrastructure and enhance student welfare services. “We’re at a crossroad,” Kyle says. “The choice is clear: either evolve with the times or become obsolete.”

Key Takeaways

Kyle’s message is crystal clear: the universities of tomorrow are not a return to the 2010s but a departure from it. They must embrace hybrid learning, sustainability, digital innovation and a re‑imagined sense of community if they are to remain relevant, competitive and attractive to the next generation of students.