During the plenary session “Artificial Intelligence: Benefits and Challenges” of the 2025 Assembly of the International Association of Jesuit Universities (IAJU), held on July 2 at Javeriana University, leaders from Jesuit universities around the world came together to reflect on the profound changes that AI is bringing to education.

Panelists called for a proactive, mission-aligned, and ethically grounded response to AI’s integration in teaching, research, and institutional strategy.

Ethical leadership and institutional strategy

Dr. Diego Alejandro Patiño Guevara (Pontificia Universidad Javeriana, Colombia) emphasized that AI represents not just a technological shift, but a cultural and educational transformation. He proposed a structured framework for AI integration rooted in intentional leadership. A sound strategy, he argued, should begin at the top—with leadership setting vision—and build outward through inclusive processes involving faculty, staff, and students. Piloting initiatives, identifying champions, and aligning actions with institutional mission and values are critical for success.

Moderator Dr. Brian Patrick Green (Santa Clara University, USA) echoed these principles from a theological perspective, reminding participants that Catholic social teaching requires a discernment process that places ethics above efficiency. The Church’s own contributions—such as Antiqua et Nova and the Minerva Dialogues—offer models for reflection and action on emerging technologies.

AI literacy and pedagogy

Dr. Pablo Garaizar Sagarminaga (University of Deusto, Spain) stressed that digital literacy must become a foundational component of Jesuit education. Faculty responses to AI range from avoidance to overreliance, but critical discernment—knowing when and how to use AI—is essential. He recommended a phased educational approach: early university years should focus on building core cognitive skills without AI, while later years encourage AI use in ways that mirror professional practice. Proper AI use requires attention to pedagogy, mental health, and data ethics. Dr. Patiño supported this with findings from the Digital Education Council Global AI Student Survey (2024), showing that 86% of students already use AI in their studies and 72% expect formal training on AI literacy and appropriate use. Jesuit institutions must step up to meet this need with clear policies, training, and opportunities for ethical engagement.

Responsible innovation and research

Dr. Annick Castiaux (University of Namur, Belgium) emphasized the need to innovate responsibly. She outlined three evolving institutional reactions: initial bans, followed by cautious adoption, and now deeper ethical reflection. Drawing on EU guidance, she advocated for developing in-house AI systems to ensure transparency and data protection and warned of "monocultures" that stifle innovation.

Dr. Renato Cerqueira (Pontificia Universidade Católica do Rio de Janeiro, Brazil) highlighted the potential of “epistemic and governable AI” to enhance scientific discovery and social impact. At the Behring Institute of AI, his team employs a transdisciplinary model to design AI tools that empower human knowledge creation. He described a new AI bachelor’s degree program that combines technical and humanistic learning—offering a replicable model for other institutions.

Human-centered education

Dr. Green brought the conversation back to the human person. He warned against AI-driven “individualized education” that removes the essential relationship between teacher and student. Using a vivid analogy, he asked: when learning, do we want students to develop strength (like lifting weights) or simply outsource the task (using a forklift)? AI should assist—not replace—human learning. True education forms character, not just outcomes. Jesuit institutions, he argued, must “double down on the distinctly human”: compassion, creativity, integrity, and relationship.

Collaboration across the jesuit network

Panelists agreed that AI is reshaping education too quickly for individual institutions to act in isolation. The diversity of Jesuit contexts is a strength that should be leveraged through greater collaboration. Dr. Castiaux called for co-developing AI systems that reflect Jesuit values. Dr. Patiño proposed creating a shared digital policy framework. Dr. Cerqueira suggested the network serve as a laboratory for innovation. Dr. Green concluded that while we cannot slow AI’s pace, we can accelerate the pace of dialogue and coordinated action.

Conclusion

As AI continues to evolve, Jesuit universities have both a responsibility and a unique opportunity to lead. By cultivating ethical leadership, promoting digital literacy, innovating responsibly, centering education on the human person, and working as a global network, Jesuit institutions can help AI serve the greater good and strengthen—not undermine—our mission.