Artificial intelligence is widely framed as a transformative force in higher education, yet this assumption overlooks a persistent historical pattern: technology alone rarely produces meaningful change. Drawing on research examining how curricular ideology and pedagogical beliefs shape technology adoption, this presentation argues that institutions do not adapt to technology—technology is adapted to fit existing beliefs. Despite decades of innovation, higher education remains largely lecture-centered, with new tools reinforcing rather than disrupting established practices.AI is already following this trajectory. Its use varies not by capability, but by underlying assumptions about teaching, knowledge, and authority. This talk reframes AI not as a disruptive force, but as a mirror of institutional values. Meaningful transformation, therefore, depends less on technological advancement and more on confronting the ideological foundations of education.
