Education has historically marked important differences in people’s lives. However, the quality of this education also differs from one another, generating other types of gaps. This positive impact, in general, that education has had on the development of people and society, has not always been well managed by educational entities, which have not always really educated.

Thus, education is constantly in a situation of tension that has not yet been resolved. One of these situations is the massiveness sought in access to education, which has been extended to higher education; at the same time, it is demanded that these institutions offer real quality education. Thus, massiveness versus quality has become a real dilemma for education in many countries.

Although both concepts are not really antagonistic, it is a fact that as society’s participation in the education process becomes more massive, it becomes more challenging to offer a certain level of quality. This is due to many reasons, such as: infrastructure, quality and quantity of teaching and non-teaching teams for the teaching-learning process to take place, change of contents and necessary skills, among others.

Undoubtedly, the world of education is a complex system and there are no solutions to the problem.

Undoubtedly, the world of education is a complex system and there are no easy solutions or really short paths. However, at present there are lights that help to move forward in a more agile way and towards a resolution that manages to better combine this dilemma between massiveness and quality in higher education.

A key factor in this process is found in technological transformation and the role it can play in institutional quality and educational improvement, among other areas of teaching. By this I am not thinking of applications for learning certain content, which also have a place and play a role. Nor am I thinking of metaverse, which has an enormous potential to transform many areas of our lives and strongly education, although perhaps forgetting the impact of direct contact in teaching-learning.

Rather, I am referring to evaluation systems. Evaluating and giving feedback is fundamental to our learning process. It is what we do since we are born through trial and error. We have an experience of interaction with others or our environment, we do something in that context and we have a result. Knowing how to measure it, that is, identifying what we have generated and learning about it properly, that is, having effective feedback, will be fundamental to be able to take new paths, enrich our way of being and doing, and thus learn new things and generate new results.

This is how learning is essentially constructed. That is why the idea that everything can be learned in a merely conceptual way by transferring knowledge is so revisable. This is not really the case. We need to experience what we want to learn, to make it a meaningful experience, emotionally charged and full of elements that we can measure and give feedback.

In this way, we can measure and give feedback in vocational areas, learning styles to improve the way we learn and enhance the academic outcome, we can measure the transversal (or soft) skills of students and help them learn what is diminished in a timely manner, before they crash against a very different reality in the world of work, and so on and so forth.

The new technology-based assessment systems and the use of machine learning, automated and personalized reporting, is helping many institutions to advance in this demand for massiveness with quality and, accompany students in a way that is truly personalized, with relevance to their learning process and in an automated way and everywhere.

The challenge is enormous. At HPI International alone, we evaluate and provide feedback to nearly 85,000 higher education students on these subjects and many others, impacting their learning levels, retention, improved academic performance, among other factors. A challenge that really deserves to be further explored.