The article "The reshaping of higher education: technological impacts, pedagogical change, and future projections" by Stephen Marshall, Lia Blaj-Ward, Neal Dreamson, Julie Nyanjom, and Massimiliano Tani Bertuol, published in *Higher Education Research & Development*, provides an overview of the significant changes in higher education (HE) driven by technological advancements. The authors trace the historical development of technology's influence on HE, highlighting key moments and shifts in pedagogical practices. The article begins by discussing the early adoption of technology in HE, such as the introduction of personal computers and word processing, which began in the 1980s. It notes that while these technologies were initially seen as tools for content delivery, they gradually evolved to support more interactive and student-centered learning environments. The 1990s saw the emergence of multimedia and the World Wide Web, which further transformed teaching and learning. By the 2000s, the widespread use of online platforms like Learning Management Systems (LMS) and the rise of e-learning became prominent, leading to a more digital and blended learning landscape. The 2010s marked a significant period of technological integration, with the flipped classroom and active learning models gaining traction. The COVID-19 pandemic accelerated these trends, pushing institutions to adopt remote and online teaching methods. The article highlights the challenges and opportunities presented by these changes, including the need for staff support, student engagement, and the ethical considerations of AI in education. The authors conclude by emphasizing the ongoing nature of the technological transformation in HE, noting that it is a journey rather than a destination. They stress the importance of addressing equity and inclusion in the digital space and the need for continuous exploration and adaptation to new technologies. The article underscores the complexity of these changes and the ongoing dialogue required to navigate the future of higher education effectively.The article "The reshaping of higher education: technological impacts, pedagogical change, and future projections" by Stephen Marshall, Lia Blaj-Ward, Neal Dreamson, Julie Nyanjom, and Massimiliano Tani Bertuol, published in *Higher Education Research & Development*, provides an overview of the significant changes in higher education (HE) driven by technological advancements. The authors trace the historical development of technology's influence on HE, highlighting key moments and shifts in pedagogical practices. The article begins by discussing the early adoption of technology in HE, such as the introduction of personal computers and word processing, which began in the 1980s. It notes that while these technologies were initially seen as tools for content delivery, they gradually evolved to support more interactive and student-centered learning environments. The 1990s saw the emergence of multimedia and the World Wide Web, which further transformed teaching and learning. By the 2000s, the widespread use of online platforms like Learning Management Systems (LMS) and the rise of e-learning became prominent, leading to a more digital and blended learning landscape. The 2010s marked a significant period of technological integration, with the flipped classroom and active learning models gaining traction. The COVID-19 pandemic accelerated these trends, pushing institutions to adopt remote and online teaching methods. The article highlights the challenges and opportunities presented by these changes, including the need for staff support, student engagement, and the ethical considerations of AI in education. The authors conclude by emphasizing the ongoing nature of the technological transformation in HE, noting that it is a journey rather than a destination. They stress the importance of addressing equity and inclusion in the digital space and the need for continuous exploration and adaptation to new technologies. The article underscores the complexity of these changes and the ongoing dialogue required to navigate the future of higher education effectively.