From Mesopotamia to the Incas and northern China to the Maya cultures, education history has historically been disciplined and very focused. Educational institutions were considered a storehouse of knowledge and wisdom, where people gathered to learn, research, and share new ideas. Knowledge is stored in books that were bound for shelves in certain libraries. People in need of knowledge would travel hundreds and thousands of miles to acquire those resources.

Since the beginning of the 21st century, students have gone to universities as major places of learning. However, access to virtual libraries and audio/video resources by highly reputed institutions has added another dimension to teaching and learning, which must be taken into account when looking at the future role of the university.

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The coronavirus epidemic has changed the interaction between students and their learning environment and caused institutions to adopt technology at a very rapid pace. It can be said that many parts of the traditional model of stand-up education have become obsolete overnight and the transition that was to be implemented for many years has happened in a very short period of time.

Equipped with an ‘instant’ knowledge acquisition nature, the new tech-savvy has made the work of universities harder and more intensive. Universities can not only disseminate bookish knowledge but also take a step forward to meet the proud needs of this generation and at the same time meet the needs of the industry. The culture of learning has changed from intense study to rapid and ultra-relevant knowledge acquisition and has placed more emphasis on the use of theory.

Online Delivery and Learning The first and foremost effect on learning is that the theoretical aspects of courses have shifted to online. These resources can be accessed from around the world and from the comfort of the learner's environment. This has allowed universities to focus on research, the use of knowledge, and the development of practical skills. Due to the conversion between different fields, universities have become capable of traveling and research in a multi-branch environment.

For this purpose, universities are compelled to provide teaching skills, with the convenience of accessing the Internet, and the ease of the various tools available. This allows strong students to advance their knowledge and provides a facility that can benefit even the weakest. Learning to learn is a lifelong skill that will benefit individuals throughout a career.

Emphasis will be placed on the development of independent learners who can explore various possibilities and come up with new solutions. Universities provide online guidance, coaching, and direction along with signposting in relevant resources.

The university epidemic as a social space has also brought about significant social changes in education. It has challenged the traditional teaching model Dell and has had a greater impact on the student experience. For people with similar, or diverse interests, university buildings are now more suitable for being social places where they can collaborate, experiment, and benefit from each other. 

The university infrastructure will provide more immersion in industry experience in place of academic lectures. University resources will be more industry-connected and provide students with invaluable experience that they would not otherwise be able to.

Focus on personal development: Future top skills revolve around soft skills such as leadership, time management, teamwork, etc. There will be more emphasis on the development of these skills with the study of technical or discipline experience. The combination of guided learning and self-guided learning with the help of alternative units can establish a constructive environment. Future students will work in a multi-disciplinary environment due to the integration between different fields.

Free-flowing off-line courses: The curriculum needs to be redesigned to meet the needs of learners, and provide adequate flexibility associated with other areas of the curriculum. They may choose to choose the credits they wish to take over a period of time, choosing subjects of interest from the multi-disciplinary from fur.

Together with industry partners, universities will provide credit-bearing and non-credit-bearing courses for skills development. These courses can be taken by students at any time, access to resources will be 24/7 and there is no rush to meet specific deadlines. 

Students may choose to finish the introductory course by gaining more credit or by slowing down the initial pace which will take longer due to lifestyle needs. This will enable faster pace learners to reach the industry more quickly and give slower pacers enough time to adapt and learn.

Industry Relations: There will be more emphasis on courses created in partnership with key industry players. Universities can produce bespoke degrees and short courses in conjunction with industry rather than mass-produced graduates. This study will turn students into a more practical experience rather than a theoretical journey.

With the readily available information and resources across multiple channels, education will become more personal and practical rather than general and standard. Universities that have a place in the multi-discipline framework will benchmark education.

With the above in mind, the entire H field is going through an interesting transition. Universities that adopt these approaches will do a great favor for their industry-ready learners and provide industry-ready graduates, resulting in higher employment and entrepreneurship.