The first quarter of the 21st century can be described as an Age of Acceleration. Digital technologies, culminating in artificial intelligence, reshaped society at an unprecedented pace. This should have been a clear signal for educational institutions to reduce inertia and respond with clarity and purpose.Many institutions, however, resisted forward movement through different modes of inertia. Some remained in an inertia of rest, requiring continuous external force such as authority, prescripti...

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