The Time for Class 2025 report from Tyton Partners and D2L offers a timely and thought-provoking look at the evolving landscape of higher education. As institutions continue to navigate the post-pandemic world, the rise of generative AI, and shifting student expectations, the report surfaces critical insights into how teaching and learning must adapt.
These findings are grounded in extensive survey data from over 3,000 students, instructors, and administrators, and they point to a clear mandate: institutions must act with both empathy and intentionality to meet the needs of today’s learners.
To help unpack the results, we sat down with Dr. Cristi Ford, chief learning officer at D2L, and Dr. Emma Zone, senior director of academic affairs at D2L. Their reflections reveal six key takeaways that are shaping the future of higher education.
Human-Centered Learning Matters More Than Ever
One of the clearest signals from the report is that students and instructors alike are craving more human connection. Instructor preference for face-to-face teaching rose from 55% in 2023 to 64% in 2025, while student preference for hybrid learning increased from 22% to 29%.
“We’re being asked to deepen the human connections at the heart of learning, even as we integrate new technologies like generative AI,” Dr. Ford explained. “It’s not enough to digitize education—we have to humanize it.”
Dr. Zone emphasized that this shift isn’t about rejecting digital tools. Rather, it’s about using them to support meaningful engagement.
“People want to feel connected regardless of how they’re learning. That means we need to design for engagement, not just delivery. The modality matters less than the sense of belonging and support students feel.”
Dr. Ford added that this is especially important for students with complex lives, such as those caring for family members, working full-time, or balancing multiple responsibilities.
“Students want flexibility, but they also want real human touchpoints with their faculty. That’s why hybrid models are so powerful—they offer the best of both worlds.”
Generative AI Is Here—But Strategy Is Lagging
The report shows that 42% of students, 40% of administrators, and 30% of instructors now use generative AI tools weekly or daily. Yet only 28% of institutions have formal AI policies in place.
“We’re past the experimentation phase,” Dr. Ford said. “AI is part of the academic ecosystem now. Without strategy, we risk inequitable access, increased faculty workload, and ethical ambiguity. This isn’t just a tech issue—it’s a pedagogical one.”
Dr. Zone pointed out that while many faculty initially report increased workloads due to using AI, those who use it more frequently are beginning to see real benefits.
“There’s an interesting tension in the data,” said Dr. Zone. “Faculty who use AI daily are more likely to report decreased workloads. That’s because they’re learning how to use it to streamline tasks—grading, content creation, even personalized feedback.”
Dr. Ford also highlighted the importance of institutional support. “Some campuses are making strategic decisions to provide paid versions of AI tools like ChatGPT to all faculty and students. That’s a smart move—it levels the playing field and allows for more ethical, guided use.”
And while concerns about cheating among students remain, Dr. Zone sees a broader opportunity.
“Yes, academic integrity is a concern. But we also need to talk about how AI can support deeper learning. It’s not about banning tools—it’s about teaching students how to use them responsibly and creatively.”
Students Desire Career-Aligned Learning but CBE Is Rarely Implemented System-Wide
A striking insight from the report is the growing disconnect between what students want and what institutions are currently offering. An overwhelming 89% of students expressed interest in earning non-degree credentials alongside their traditional degrees—signalling a clear demand for more flexible, career-aligned learning pathways. Yet only 2% of institutions have implemented competency-based education (CBE) across all departments.
Dr. Ford captured the urgency of this gap. “What we see here is a massive chasm between what students are asking for in the marketplace and the institutional offerings. This isn’t just a design challenge—it’s a relevance crisis.”
Dr. Ford emphasized that institutions must rethink how they define and deliver value in higher education. Embedding modular credentials into syllabi, aligning programs with workforce needs, and leveraging platforms that support skills tagging and micro-assessments are all critical steps forward.
Dr. Zone added that this shift is not just about workforce readiness—it’s about keeping education relevant in a rapidly changing world. “Students recognize that things are changing. They want credentials that reflect real, career-ready skills. Institutions need to catch up.”
Student Support Must Be Holistic and Data-Informed
Another key finding from the report is that 46% of instructors still rely on personal observation to assess student engagement—rather than using data from LMS platforms or courseware.
“Faculty are doing their best, but they’re often flying blind,” Dr. Zone said. “We need to empower them with real-time insights. [They need to be able to easily see] who’s struggling, who’s thriving, and who needs a nudge.”
Dr. Ford agreed, noting that this reliance on anecdotal evidence can lead to missed opportunities—or worse, biased assumptions.
“Platforms should be dynamic tools for student success—tools that help instructors act as first responders when students need support.”
This includes not just academic performance data, but also indicators of motivation, mental health, and confidence—especially in high-impact, introductory courses.
“If we want to support the whole student, we need holistic data,” Dr. Ford added. “That means integrating sentiment analysis, demographic indicators, and real-time engagement metrics into the tools faculty use every day.”
Accessibility and Mental Health Must Be Front and Center
According to the report, over 70% of administrators and instructors are unaware of upcoming accessibility compliance requirements (WCAG 2.1 AA). At the same time, mental health and motivation remain top student challenges.
Dr. Ford connected the dots: “Accessibility isn’t just about compliance—it’s about inclusivity. If students are struggling with mental health, motivation, or study habits, we need to design learning environments that support the whole person.”
“Good accessibility design benefits everyone,” Dr. Zone added. “It’s not just the right thing to do—it’s smart pedagogy.”
Platforms Must Serve as Infrastructure for Student Success
Both experts emphasized the need to rethink the role of digital platforms in higher education. The report found that instructors who view LMSs and courseware as student success tools report higher satisfaction and better access to critical student data.
“It’s not about the tool,” Dr. Zone explained. “It’s about how we think about teaching and learning—and whether the platform empowers that.”
“We have to completely shift the dynamic,” Dr. Ford added. “It’s not ‘us versus them’—our tools versus our teaching. The platform should be an extension of the educator, like a prosthetic limb. It should enhance, not replace, the human element.”
She also noted that many institutions are still underutilizing their platforms. “Some schools are doing amazing things with intelligent agents, adaptive learning, and analytics. But too many are still just using the LMS to post syllabi. That’s a missed opportunity.”
Dr. Zone pointed out that this is a cultural issue as much as a technical one. “We need to build a culture of iteration and evidence-based practice. That means helping faculty see the platform not as a burden, but as a partner in their teaching.”
Looking Ahead
The Time for Class 2025 report makes one thing clear: institutions are being asked to reimagine how they deliver learning, balancing the promise of digital tools with the need to foster authentic human connection.
“Despite our advances in digital learning, students and instructors are reaffirming the irreplaceable value of human connection,” Dr. Ford said. “Learning is social. At the same time, AI is here—but strategy is lagging. Student support must be holistic and data-informed. And platforms must evolve into infrastructure for student success.”
“This report is a reminder that people matter,” Dr. Zone shared. “Technology should serve the human side of education—not the other way around.”
For a deeper look at these findings, download the full Time for Class 2025 Report.
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