As artificial intelligence becomes embedded across education and the workplace, questions about uniquely human capabilities have never been more important. Higher education is increasingly challenged to prepare graduates who can work confidently alongside AI while demonstrating the creativity, critical thinking, ethical judgement, adaptability and collaborative skills that remain central to human success. At the same time, educators are rethinking assessment, curriculum design and graduate outcomes to ensure that learning remains authentic, meaningful and future-focused.

This Special Issue explores how education can develop human capability in an AI-enabled world. We welcome original research examining the knowledge, skills and attributes that learners will need to thrive alongside increasingly capable AI systems, together with innovative approaches to curriculum design, assessment and graduate development. We also encourage contributions that consider the implications for educational policy, institutional leadership and workforce readiness as societies adapt to rapid technological change.

Submissions may be empirical, theoretical, methodological or practice-based and are encouraged from interdisciplinary perspectives spanning education, psychology, learning sciences, educational technology, assessment, workforce development, public policy and organisational leadership. We particularly welcome evidence-informed studies that bridge research with educational practice and policy and foster dialogue between academia, government, employers and industry.