OBS Report: E-Learning and Educational Transformation 2025
Institutional Commitment and Technological Investment: Keys to Integrating AI into Online Education
August 2025 – OBS Business School presents its E-Learning and Educational Transformation Report, led by Professor Luis Toro. This study gathers insights and trends from alumni of 10 universities and business schools in Spain, Mexico, Chile, Ecuador, and Colombia regarding online education and technology adoption, with a special focus on artificial intelligence (AI).
Online education has evolved from being a secondary alternative to becoming a primary and highly valued educational option. Alumni highlight its accessibility and active promotion, but emphasize that the true revolution is being driven by AI, which is transforming how learning, teaching, and management are conducted. However, its use among students remains marginal and unsystematic.
The report indicates that effective AI implementation requires three fundamental pillars: institutional commitment, technological investment, and deep pedagogical transformation. Students demand greater interactivity, active methodologies, and training more aligned with the professional world. AI should be integrated into curriculum design as a facilitator of active learning, alongside the updating of educational platforms such as Canvas or Blackboard with adaptive tools.
Moreover, it is essential to train faculty through structured AI programs to bridge technical and generational gaps, foster collaborative experiences that combine human work and technology, and monitor its impact through indicators such as adoption rates, satisfaction, and academic outcomes.
The report emphasizes that the success of AI adoption does not rely solely on individual perception, but also on organizational factors such as preparedness, compatibility, and external support—minimum conditions necessary to avoid failure.
The Students’ Voice
Although many have studied entirely online, the hybrid modality is the most valued (63.8%). Alumni consider themselves innovative and open to new technologies such as virtual reality, big data, and mobile learning. They appreciate technical training and the promotion of technological creativity, but call for greater methodological adaptation to the digital environment.
Their innovative attitude not only enhances academic performance but also drives collaboration and technological exploration within their groups. Therefore, the report recommends strengthening this self-perception of innovation to encourage sustainable adoption of technologies and digital competencies beyond the academic sphere.
“Today, AI is perceived not as a threat, but as a collaborative complement to human judgment,” says Professor Luis Toro.
Alumni who are already immersed in work environments where AI is commonplace seek to continue their education at institutions that demonstrate leadership and commitment to this technology, placing particular value on infrastructure and active participation in its implementation.
Nex·ia: How PFU Integrates AI into Its Schools
Planeta Formación y Universidades drives academic transformation through Nex·ia, its Center for Applied Artificial Intelligence, created in partnership with Google Cloud and Deloitte. This initiative aims to bring AI closer to both the educational sphere and the labor market, reinforcing PFU’s commitment to innovation and employability. From its schools, such as OBS Business School, artificial intelligence is integrated into academic programs, faculty are trained, its societal impact is researched, and connections with the business ecosystem are fostered—thus preparing students and professionals for future challenges.
Content written by:
Carmen García-Trevijano
OBS Business School's Press Office
