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The State of Higher Education in 2026

2024 QM Connect Conference

Higher education is entering a new era. By 2026, institutions will face a rapidly shifting landscape shaped by declining enrollment, changing funding models, and evolving expectations from students and faculty alike. What was once predictable is now fluid. Technologies that seemed futuristic just a few years ago are now embedded in everyday learning environments. To stay competitive, institutions must be agile, responsive, and relentlessly focused on delivering value.

At Instructional Connections, we’ve been tracking the trends—and helping institutions adapt. Here’s what we see coming in 2026, and how forward-thinking leaders can prepare.

Declining Enrollment: A Strategic Wake-Up Call  

Enrollment declines are no longer isolated—they’re industry-wide. Rising tuition costs, uncertain career outcomes, and shifting perceptions of higher education are prompting many to reconsider traditional pathways. The result: tighter budgets, leaner staffing, and increased pressure on institutional planning.

To respond, institutions are:  

– Reimagining their value proposition  

– Expanding programs for adult and non-traditional learners  

– Investing in targeted outreach and retention strategies  

In 2026, enrollment management won’t be just a department—it’ll be a leadership imperative.

Changing Financial Landscape: Doing More with Less  

Federal funding shifts are already underway, and their full impact will be felt in 2026. From student aid to infrastructure support, institutions will need to navigate new constraints while maintaining quality and access.

Expect ripple effects across:  

– Faculty workloads and compensation  

– Hiring and retention practices  

– Program viability and innovation capacity  

Strategic resource allocation will be key. Institutions that can do more with less—and prove their impact—will be best positioned to thrive.

Faculty Burnout: The Crisis We Can’t Ignore  

Faculty burnout has reached critical levels. Larger class sizes, ambiguous expectations, and the rise of AI tools have blurred boundaries and stretched capacity. More than half of faculty report significant stress—and it’s affecting everything from instructional quality to student outcomes.

In 2026, addressing burnout isn’t optional. It’s foundational. Institutions must prioritize faculty well-being through:  

– Clear expectations and support structures  

– Workload relief strategies  

– Professional development and enablement  

Faculty Enablement: The Overlooked Lever  

Faculty enablement is one of the most powerful—and underutilized—tools for institutional success. In complex online environments, faculty need more than encouragement. They need real support.

That’s where **Academic Coaches** come in.

Instructional Connections offers a proven Academic Coaching Model that empowers faculty by offloading routine tasks and reinforcing instructional quality. Coaches assist with:  

– Rubric-based grading and quality, formative feedback  

– Monitoring student progress and activities 

– Posting faculty approved announcements  

– Provide prompt and timely responses to all inquiries and emails

By partnering with Academic Coaches, institutions give faculty the bandwidth to focus on what matters most: teaching, innovation, and student connection.

Looking Ahead  

2026 will challenge institutions to rethink how they deliver education, support faculty, and engage students. But with the right strategies—and the right partners—those challenges become opportunities.

Instructional Connections is here to help. If you’re ready to empower your faculty, strengthen your programs, and lead with confidence, contact us.

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Academic Coaches: The Secret Sauce to Successful and Scalable Online Programs

Laptop computer with a yellow light bulb from above

In the ever-evolving realm of distance education, the position of the Academic Coach, which may also be referred to as a Virtual Teaching Assistant or Course Assistant, has emerged as a crucial element in delivering successful and scalable programs. These unsung heroes provide essential support to faculty, facilitating the delivery of engaging and extensive online courses with ease. By bridging the gap between students and faculty, Academic Coaches not only enhance student engagement but also facilitate a smoother learning experience for everyone involved. As colleges and universities strive to expand their digital offerings, understanding the strategic importance of these Academic Coaches becomes imperative. Join us as we explore how Academic Coaches are revolutionizing online learning and shaping the future of education. For more detailed insights, visit this guide.

The Role of Academic Coaches

Academic Coaches are pivotal in the online education landscape, providing essential support to both students and faculty. Their roles are multifaceted, with a primary focus on enhancing student engagement and supporting faculty effectively. This section delves into how Academic Coaches fulfill these crucial functions and the impact they have on the educational experience.

Enhancing Student Engagement

Academic Coaches play a significant role in boosting student engagement by fostering strong connections between students and the course material. Engagement is crucial as it directly correlates to student success and retention. By participating in discussion threads and providing timely feedback, coaches ensure that students remain actively involved in their learning process.

Moreover, coaches help students make meaningful connections with the content, enhancing their understanding and interest. This human interaction often translates into higher motivation levels and improved academic outcomes.

Real-world examples highlight how coaches encourage participation. A study involving online courses revealed that students who interacted regularly with coaches had higher engagement levels. Research about student perceptions can be found in this white paper.

Supporting Faculty Effectively

Supporting faculty is another critical responsibility of Academic Coaches. They assist with grading, manage discussion threads, and address student inquiries, allowing faculty to focus on curriculum delivery. This collaborative approach ensures that the faculty of record can dedicate more time to course oversight, outcomes, interventions, and strategic planning.

Academic Coaches are trained to maintain compliance with educational standards and use Learning Management Systems (LMS) efficiently. This comprehensive preparation enhances faculty support and contributes to a streamlined educational process.

A case study from online programs showed that faculty members with Academic Coaches experienced a significant reduction in administrative burdens. As a result, they could concentrate more on teaching and less on administrative tasks. For additional information, please refer to this research.

Benefits of Scaling with Coaches

Scaling online programs effectively is a significant advantage of implementing and using Academic Coaches. They enable institutions to manage increasing student numbers without compromising quality. This section examines how coaches facilitate the scaling and management of large online courses, ultimately improving overall program success rates.

Managing Large Online Courses

Managing large online courses presents significant challenges, but Academic Coaches provide an effective solution by preserving the quality of education and enhancing student interaction. They facilitate the division of one large course into smaller, more manageable groups under the guidance of a single faculty member.

  1. Coaches are assigned to specific student groups for the entire duration of the course, working under the close supervision of the faculty of record.

  2. They efficiently handle grading, provide timely feedback, and address inquiries promptly, ensuring that no student feels neglected or is left waiting for a response for days.

  3. This approach creates a small classroom atmosphere for the students, preventing them from feeling overwhelmed or lost among a large number of classmates.

  4. By effectively managing these groups, coaches help maintain a cohesive and supportive learning environment.

  5. With the faculty overseeing the Academic Coaches, grading can be closely monitored to ensure alignment with the faculty’s expectations, thereby maintaining consistent grading standards for the entire cohort.

This structured approach enables educational institutions to accommodate more students without compromising the quality of education, maximizing their faculty resources. Efficient course management becomes achievable, often resulting in increased student satisfaction.

Improving Program Success Rates

Academic Coaches significantly influence program success rates by providing targeted support to students and faculty. Their involvement often leads to higher course completion rates and improved student satisfaction. Success is often measured by a student’s ability to achieve their academic goals, facilitated by the guidance of their coaches.

In practice, programs that integrate Academic Coaches experience a noticeable improvement in graduation rates. Students report feeling more supported, which contributes to their overall success and motivation to complete courses.

Data-driven insights from various studies confirm that Academic Coaches have a positive impact on student retention and completion rates. Implementing these practices can yield substantial benefits for both educational institutions and their students.

Measuring Coaching Impact

Evaluating the impact of Academic Coaches is crucial for understanding their role in educational success. Institutions typically gauge their effectiveness through student feedback, course completion rates, and faculty satisfaction. Feedback is collected through surveys and evaluations conducted at the end of each course.

  1. Student feedback offers insights into the coach’s effectiveness in enhancing the learning experience.

  2. Course completion rates provide quantitative data on the coach’s impact.

  3. Faculty satisfaction surveys assess the support that coaches offer.

By continuously analyzing these metrics, institutions can refine their curriculum and delivery strategies while upholding the highest educational standards. Ongoing enhancements to online education practices are vital for successful scaling and improved student outcomes.

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Blog

Three Major Causes of Faculty Burnout

Burnout is the word on every tongue in 2025. Gurus of self-care extoll us to practice self-care specifically to mitigate burnout on social media platforms, oftentimes with the goal of selling us quick and simplistic fixes. Employers seek to prevent burnout among their workforce by providing increased access to support resources, often with limited effectiveness. 

Clearly, burnout is a significant contributor to dissatisfaction and employee turnover in the American workforce, and higher education is no exception.

The challenges posed by burnout in higher education are unique. The loss of a qualified instructor or a decrease in student outcomes is a risk that an institution of higher education just cannot afford. However, the causes of faculty burnout are complicated and involve a myriad of factors. Instructional Connections explores the causes of faculty burnout and what institutions of higher education can do to mitigate or even reverse its effects. 

1. Uncertainty

The modern age is nothing if not uncertain. Across various industries, business and community leaders are assessing the evolving situation and seeking to determine the best way to position their sphere of influence for optimal results. Higher education, in particular, is a uniquely situated industry. The political and economic uncertainty that has become the prevailing theme of 2025 is particularly pronounced within higher education circles. New legislation concerning institutions of higher education, as well as media controversy surrounding campus decisions, can all contribute to an increased sense of stress among faculty members and administrators.

Additionally, budgetary concerns have a significant impact on many faculty members. Funding cuts, grant loss, and stricter review due to budget size all negatively impact many course leaders. This sense of palpable uncertainty and listlessness leaves a mark on campus instructors and exacerbates burnout. The political and funding landscape may change for better or worse, but the damage is certainly not going anywhere in the short term. Administrators should not expect positive changes to reverse this feeling of uncertainty in the meantime. 

2. Evolving Technology 

Every new technological medium comes with a learning curve. This was as true of the printing press as it was of the Internet. In the same vein, instructors will need to invest some hours to become proficient in a new technology to remain relevant to their students. While this has always been the case, generative AI, in particular, poses unique challenges. Many instructors are now finding themselves at the forefront of the collision between generative AI and higher education, often without much AI experience of their own. Instructors are now spending more time on plagiarism checks, revising lesson plans to accommodate shorter attention spans, and struggling to incorporate AI into their courses. What’s more, they often confront these challenges without much guidance or framework from their institution of higher education. The technology of AI has progressed much more quickly than the campus bodies that guide institutional policy on its use. 

This tension between confronting AI in the classroom and doing so without much institutional support can be a massive catalyst for burnout. Administrators must do everything in their power to support faculty members as they navigate the evolving world of AI.

3. Increasing Class Size

The shift to online education has massively increased the number of students that many instructors teach in any one course. While new technologies supposedly make instructors more efficient, the increasing number of students in any one course is accompanied by a parallel rise in routine maintenance work. With each additional student, the number of emails, questions, and papers to grade rises. Faculty members can do their best to keep up, but there is only so much they can do to support their students. 

Support and technological advancements can help, but many faculty members still struggle to keep pace with the increasing class sizes. There is no one-size-fits-all model for solving this conundrum, but administrators would do well to be aware of the impacts of increasing the student-to-instructor ratio before it’s too late. 

Prevent Burnout With Instructional Connections

Faculty burnout can have serious consequences and dramatically impede student and campus outcomes. Administrators should work to address burnout within their departments as soon as possible. There are several methods that campuses should consider deploying. 

  • Monitor Classroom Size: The ideal number of students per instructor varies by department, but administrators should still be aware of and monitor classroom size for sudden spikes. 
  • Offer Artificial Intelligence Upskilling: Access to training and educational resources can mitigate burnout and frustration with unfamiliar technologies. 
  • Address Funding Uncertainty When Possible: While this may be easier said than done, administrators should strive to be open and honest with faculty members about financial and grant funding. 

While these are all noble initiatives, institutions may need to offer additional course support to reduce faculty workload. The Academic Coach model from Instructional Connections is one research-proven method for improving both faculty satisfaction and student outcomes. 

Our Academic Coaches are experts in their field with years of experience. By deploying Instructional Connections Academic Coaches, institutions of higher education offer their instructors additional support. 

The addition of the Academic Coach allows routine tasks like grading, course maintenance, and student correspondence to be taken off the instructor’s plate. This, in turn, will enable instructors to focus more on higher-level work and strategic initiatives. Call now to discuss our Academic Coach model and how it can help reduce faculty burnout at your institution.

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Research

Faculty Perceptions of Academic Coaches in Higher Education

Distance Education Concept. Above top view of female student sitting at desk, writing in notebook, taking notes, using laptop, having online class with teacher. Remote studying from home, quarantine

Online access to higher education has risen drastically over the past decade, allowing many students worldwide the ability to access educational opportunities. This method of delivering courses online has given students great flexibility in learning and pursuing degrees that they may not have been able to complete previously in a traditional classroom model. Despite the positive aspects of online learning, there are also challenges to this modality. One of educators’ most significant challenges is engaging students in online learning environments. The implementation and assistance of Instructional Connections’ academic coaches provide an extra layer of support to help guide students in their classes and help aid student retention and success. Additionally, the help academic coaches provide allows the instructor of record more time to focus on the course and student outcomes.

https://scholarworks.sfasu.edu/txdla_jdl/vol5/iss1/4 

TxDLA Journal of Digital Learning. Volume 5 (2024) A Leap to the Future.

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Research

White Paper – Students’ Perceptions of Academic Coaches in the Online RN to BSN Program

Teaching Assistants Working with Your Curriculum

Instructional Connections’ Academic Coaches play a crucial role in the online RN to BSN program by providing prompt feedback, overseeing discussion boards, assisting with grading, and notifying faculty about students who may need extra support. Their involvement has the potential to improve program completion rates, which is essential for addressing the nursing shortage. Students have expressed positive perceptions of the support provided by Academic Coaches, viewing them as valuable resources in their online learning journey.

IC White Paper – Student Perceptions by CSU Research Grant 2022-2023

Reference:

Grissette, B., Hawkins, A., & Kuck, S. (2023). The effect of collaboration and utilisation of academic coaches in online learning environments. Advances in Online Education: A Peer-Reviewed Journal, 2(2), 160-169.

 

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Recognizing the Signs of Burnout in Higher Education

The consequences of burnout in faculty members can be disastrous for institutions of higher education. Study after study has found that burnout has a massive impact on employee satisfaction, motivation, work outcomes, and life satisfaction. 

These consequences do not merely impact an employee’s quality of life; often, the employee’s satisfaction flows downstream to the organization as a whole. This can affect profit and business outcomes, but the results are even more dire in higher education. Burnout may affect the bottom line of a for-profit business; in a higher education setting, it could affect the lives of students for decades to come.

While “burnout prevention” has become something of a buzzword in professional settings, most institutions struggle to recognize the signs of burnout within their faculty members and administrators. Too many institutions treat burnout as a problem that can be solved by access to support. 

While work-life balance and access to mental health care can mitigate burnout, it is crucial that institutions identify the symptoms of burnout in their faculty members and address them accordingly, for the benefit of both their campus and individual students. Instructional Connections shares a view of what burnout can look like in faculty members and administrators, as well as what can be done to mitigate or even reverse it. 

Causes and Symptoms of Faculty Burnout

Many of the symptoms of faculty burnout will be comparable to burnout in any other professional position. Keep an eye out for:

  • Increased Sick Time
  • Decreased Efficacy
  • Worsening Student Outcomes
  • Feelings of Cynicism in the Workplace
  • Distancing From Professional Responsibilities

However, while it can be helpful to look for the same symptoms of burnout one might expect in any other profession, institutions of higher education would do well to do more than merely graft a list of symptoms onto higher education. The struggles of course instructors might be similar to those of other professions, but they will also be distinctive and caused by specific factors not present in different settings. We encourage colleges and universities to identify some of the more unique causes of burnout on their campuses and address these growing sources of discontent.

Lack of Work-Life Balance

Online education has allowed students and instructors some more flexibility, but it has also eroded the boundaries between work and home. More and more instructors find themselves answering emails, IMs, and queries at all hours of the day, which can lead to a sense of being “always on,” a key leading indicator of burnout risk. 

Overly Challenging Student Care

Instructors oftentimes find themselves taking an encouraging and almost mentor-like role in the teacher-student relationship. This can certainly enhance student outcomes, but if the pressures of student care become too great, this dynamic can expedite faculty burnout. Declining student mental health has placed more pressure than ever on instructors, and many report spending more time addressing student emotions and behavior than previously required. 

Causes of Administrator Burnout

Many of the same symptoms of burnout can be detected in administrators. However, the following risk factors for burnout are signs of growing burnout risk in administrators. The following phenomena all put administrators under stress, stress that can increase their risk of burnout and threaten their effectiveness in the workplace. 

Job Creep

Departures, unfilled positions, and impromptu initiatives can all fall on the shoulders of administrators. Busy administrators now find themselves fulfilling multiple duties, often to the detriment of the campus. This can impact faculty members, but the risks are more acute for administrators. For a short period, additional roles and responsibilities may be no more than a temporary challenge. However, if temporary support systems become permanent, the risk of burnout can rise tremendously. 

A Challenging Time Period

Declining student enrollment, heightened scrutiny from alumni of charitable giving, and a complex international student situation all make 2025 a challenging year for higher education. These stressors might reach faculty members, but they have an even greater impact on administrators. Your administrators may find themselves struggling to secure funding and donations, investing time in programs for campus enrichment and community engagement, and striving to avoid unwanted media attention in today’s divisive political environment. The never-ending cacophonies of threats can increase feelings of hopelessness, a key risk factor of burnout. 

Call Instructional Connections 

The higher education landscape will likely remain a challenging one for the near future, as policies, enrollment, and classroom technology continue to fluctuate. To mitigate the risk of faculty burnout and enhance your student outcomes, turn to Instructional Connections! Our Academic Coach model has been proven to enhance student and faculty satisfaction, as well as improve student outcomes. 

Our experienced Academic Coaches work alongside your instructor and support them in tandem to help facilitate learning. Everything, from routine correspondence to class announcements and grading, could be handled by the Academic Coach, allowing the instructor to focus on other pursuits. If you’re interested in learning more about the Academic Coach model and how it can reduce faculty burnout, call Instructional Connections today! 

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How AI Can Exacerbate Faculty Burnout & What To Do About It

The massive explosion of generative artificial intelligence can truly be likened to something of a modern space race. Industry after industry is seething with the unrealized potential that gen AI promises. 

Professionals recognize the need to leverage artificial intelligence for optimal results in both their organizations and their careers, yet few know how to do so successfully. These pressures can exacerbate existing stressors, and these can be especially pronounced within higher education. Burnout has long been a problem that plagues higher education, and the addition of artificial intelligence could supercharge that issue. 

To improve student outcomes and maintain high-quality learning environments, institutions must understand how AI can exacerbate faculty burnout and take steps to address it. Instructional Connections shares some thoughts on how to do just that. 

The Burnout Problem Pre-AI

Artificial intelligence may be a unique contributor to faculty burnout, but it is not the sole cause. Low pay, growing class sizes, funding uncertainty, and long hours have all contributed to burnout amongst faculty. By some estimates, well over 50% percent of faculty have experienced some symptoms of burnout. 

The move to online education for many institutions was once heralded as a solution for burnout.  Theoretically, there should be an increased work-life balance when teaching remotely. Unfortunately, for many instructors, online education has merely exacerbated the problem of burnout. Digital tools like email, Slack, Teams, and various file-sharing platforms have not necessarily led to increased efficiency. What they have done, however, is erode the wall between home and the professional sphere. The vast majority of instructors find themselves answering pings and emails after hours, which contributes to a feeling of being “always on the clock,” a key indicator of burnout risk. 

This problem existed before the advent of artificial intelligence, but the AI revolution is poised to exacerbate these preexisting conditions to an unimaginable extent. 

Lack of Standards

As with any new technology, adoption typically outpaces the development of regulatory frameworks. Institutional policies for higher education can be notoriously lagging when it comes to current technology, and artificial intelligence appears to be no exception. This has dire consequences for instructors seeking to regulate the use of AI in their courses and effectively implement it. Research in burnout prevention has long noted a connection between feelings of a lack of control and burnout. A lack of clear standards in AI can certainly cause feelings of resignation.

Pressure To Innovate

Many faculty members recognize the need to incorporate AI into their lesson plans. Indeed, many institutions of higher education are actively encouraging them to do so. There can be no doubt that many faculty members are integrating generative artificial intelligence into their curriculum, and some are doing so quite successfully.

However, the crossroads of a traditional higher education course and generative AI are not without pressure. Successfully revising lesson plans to utilize artificial intelligence does come with some time on the part of instructors, hours that may be in short supply. This also assumes that the instructor in question is AI-literate enough to plan accordingly. This can be incredibly frustrating for many faculty members. In these use cases, the inclusion of generative AI may be beneficial for students, but it is paradoxically unlikely to save the instructor any time. Quite the opposite, in fact. 

Increased Plagiarism Risk

Plagiarism has always been a concern and something to be aware of. However, generative AI injects a level of uncertainty into plagiarism policy that few instructors are prepared for. Instructors now find themselves spending more time reviewing student content than they ever have in the past. AI plagiarism checkers can be helpful, but they are not flawless. Many AI plagiarism checkers are imperfect, and the instructor’s job is thus complicated by a lack of quality tools for mitigating plagiarism. 

What Institutions Can Do 

Institutions of higher education must act promptly to prevent burnout and maintain their instructors’ satisfaction and efficiency. 

  • Offer Upskilling: AI is here to stay. Colleges and universities can at least offer training around AI to upskill faculty members.
  • Define AI Policy: A clear and consistent acceptable use policy for AI is essential for any institution in 2025. 
  • Dedicate Resources: While imperfect, educational resources on AI for further education, as well as licensed and effective AI fact-checkers, can be a helpful first step. 
  • Invest in Support: Quality support can go a long way in mitigating feelings of helplessness and increasing work satisfaction. While wide-ranging, administrators would do well to focus on support mechanisms that will help faculty members regain work-life balance. 

If you’re interested in reducing faculty burnout, contact Instructional Connections to learn how our Academic Coach model can save your faculty members time and improve both instructor and student outcomes!

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Event

July 27 – 30, 2025: DLA’s Annual Conference

July 22 -24, 2025, Distance Learning Administration Annual Conference  (in person) in Jekyll Island, Georgia. 

Instructional Connections is delighted to be an exhibitor and presenter at the 2025 DLA Conference.

2025 Distance Learning Administration (DLA) Conference, taking place at the renowned Jekyll Island Club Hotel, nestled in the beauty of Jekyll Island, Georgia, from July 27th to 30th. This pivotal event is tailor-made for individuals who hold a keen interest or play an active role in the strategic planning, governance, implementation, and performance assessment of distance learning programs.

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Event

July 22-24, 2025: UPCEA’s SOLAR Annual Conference

July 22 -24, 2025, UCPEA’s SOLAR Annual Conference  (in person) in Denton, TX. 

Instructional Connections is delighted to be an exhibitor at the 2025 Summit for Online Leadership and Administration (SOLAR) Conference being held July 22-24, 2025, in the verdant city of Portland, Oregon. 

SOLAR 2025 will focus on the core themes of digital transformation, innovation, and strategic leadership. Whether you are a senior leader, an emerging professional, or an instructional/learning designer in—or aspiring to a leadership role—SOLAR offers a unique opportunity to explore strategies and best practices that are crucial to navigating the dynamic landscape of online education.

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Event

March 30 – April 2, 2025: TxDLA Annual Conference

Leap to the Future, TxDLA Annual Conference, 2025
Leap to the Future, TxDLA Annual Conference, 2025

March 30 through April 2, 2025, Texas Digital Learning Association‘s Annual Conference (in person) in Denton, TX. 

Instructional Connections sponsors this conference and will have a booth for attendees to stop by and learn more about us. Additionally, Dr. Jacquelyn Cato will host a poster presentation of her dissertation research, ‘An Approach to Help Achieve Faculty Work/Life Balance’.