Koen Suilen

Ruud Huijts, Koen Suilen

To counter fragmented, high-risk adoption of commercial AI tools, we built and ran an institutional AI platform in a six-month, 300-user pilot, showing that a university of applied sciences can offer advanced AI with fair access, transparent risks, controlled costs, and alignment with European law. Commercial AI subscriptions create unequal access and compliance risks through opaque processing and non-EU hosting, yet banning them is neither realistic nor useful. Institutions need a way to provide powerful AI in a sovereign, accountable form. Our solution is a governed gateway platform with three layers: a ChatGPT-style frontend linked to institutional identity that makes model choice explicit; a gateway core enforcing policy, controlling access and budgets, and routing traffic to EU infrastructure by default; and a provider layer wrapping commercial and open-source models in institutional model cards that consolidate vendor documentation into one governance interface. The pilot ran reliably with no privacy incidents and strong adoption, enabling EU-default routing, managed spending, and transparent model choices. Only the gateway pattern combines model diversity and rapid innovation with institutional control. The central insight: AI is not a support function but strategy, demanding dedicated leadership. Sustainable operation requires governance beyond traditional boundaries. We recommend establishing a formal AI Officer role combining technical literacy, governance authority, and educational responsibility. Without it, AI decisions stay ad-hoc and institutional exposure grows. With it, higher-education institutions can realistically operate their own multi-provider AI platform, provided they govern AI as seriously as they teach it.

Leon van Bokhorst, Koen Suilen

Early 2025 we ran a series of vibe coding challenges across four different student cohorts. The cohorts included 54 ICT students, 24 digital marketing students, and 7 journalism students at Fontys University of Applied Sciences (Netherlands), and 22 BA Communication students at North-West University (South Africa). From the student reflections, five major patterns emerged. Students reported that AI tools shifted their focus from syntax to higher-order thinking; they also described a skill shift from memorizing to evaluating; they viewed AI proficiency as career-essential; they framed their relationship with AI as partnership rather than replacement; and finally non-technical students showed the strongest appreciation for the accessibility these tools provide. This practitioner report documents what we observed during the classroom experiments, we reflect on how the landscape has shifted in the year since, and shares practical lessons for educators considering similar experiments. We present the observations as what they are: patterns from practice, not proven conclusions, in the beleif that sharing early stage experiences contributes to the overall field of AI and education.