Higher education has always been seen as the gateway to opportunity. However, students’ expectations are changing. While students still believe in the value of a traditional university degree, they want flexible, personalised learning that aligns with both their career goals and lifestyle.
Recent findings from a YouGov survey commissioned by Instructure showed how UK university students feel about the traditional degree, making it evident that universities need to embrace thoughtful modernisation and technology-driven approaches to meet their expectations.
The traditional degree still matters
Seventy-six percent of UK students surveyed still consider university a worthwhile investment, and they also anticipate benefits in career opportunities (71%), earning potential (54%), and overall quality of life (58%). The traditional degree remains central to students’ aspirations. Only 56% say they’ve questioned its value, and, regardless of the higher debts students accumulate, their biggest worry post-graduation is securing employment (39%), with just 5% naming the ability to pay back student debt.
As the world of work rapidly evolves, flexible and mobile learning, shorter credentials, and programmes that align with employer needs are more important than ever to delivering personalised learning experiences that can open real opportunities to employment. Making all these elements align depends on the kind of technology universities adopt and how they integrate it with their ecosystems and processes. While modern virtual learning environments (VLEs) can help universities deliver flexible learning and microcredentials, relying solely on traditional teaching models and in-campus hosted hardware risks widening the gap between what students expect and what they can access.
Personalisation and flexibility for today’s learners
While the perception of the traditional degree remains mostly positive, for those attending university, there are significant challenges to overcome. Post-pandemic learners have complex lives, balancing studies, work, and other responsibilities. According to the Student Academic Experience Survey (SAES 2025) by Advance HE/HEPI, 68% of full-time undergraduate students now undertake paid work during term time.
According to Instructure’s survey, 71% of students report that living costs and 71% say a lack of work-life balance are likely to affect their mental health, while 59% note that having a job alongside their studies could also impact it. It is no surprise that the same survey found that 61 % of students believe flexible learning options, such as hybrid schedules or self-paced modules, would have a positive impact on their mental health.
The critical role that modern virtual learning environments play nowadays extends beyond student mobility and accessibility, placing them at the forefront of the strategies universities must consider to fulfil their educational promise.
Technology enables universities to deliver personalised experiences, tailoring content, feedback, and learning paths to individual needs. Adaptive learning and mobile-first access are tools universities can use today to meet students where they are, providing the right support at the right time. In doing so, institutions can enhance learning outcomes while also fostering student satisfaction and retention.
Data-driven insights to support learning and growth
Modern VLEs with AI-powered tools are making data and analytics more accessible to educators. They offer data-driven insights that can help educators and administrators make informed decisions by tracking engagement, measuring outcomes, and identifying where additional support may be needed. This empowers universities to refine their programmes, align courses with student and employer needs, and suggest learning opportunities that could improve personal and professional growth.
Using these insights is key to offering a personalised, adaptive learning environment that keeps students engaged and prepares them for a changing job market. Technology becomes an enabler, helping universities translate traditional education into lifelong learning that is relevant, practical, and responsive.
Enabling technology-driven lifelong learning
Instructure’s survey highlights that nearly three-quarters of students (71%) believe they will have access to greater job opportunities because they graduated from university, 54% expect higher earning potential, and 58% anticipate improved quality of life for the same reason. The expectations are high, pushing the concept of digital maturity as a critical factor in the modernisation process for universities.
Today, the challenge is not about how many technology tools are available, but how universities can use them in a coordinated and secure way to provide meaningful, relevant, and transformative learning experiences for every student. A technology-enhanced learning approach makes sure that a student’s degree continues to offer these experiences, helping institutions meet both traditional and new expectations from students and the constantly evolving demands of employers.
Source: All figures, unless otherwise stated, are from YouGov Plc. The total sample size was 1,003 university students. Fieldwork was conducted between 25th April – 8th May 2025. The survey was carried out online.
By Stephan Fortier, Regional Vice President for the UK and Europe at Instructure, an edtech ecosystem and maker of Canvas virtual learning environment (VLE), used by universities across the UK.
This article originally appeared in the January’26 magazine issue of Electronic Specifier Design – see ES’s Magazine Archives for more featured publications.
