There is a widespread consensus that the speed of change, physically, socially and culturally, is accelerating. Continued globalization and digitalization are not only affecting how we think, what we know, who to believe, how we act, they also affect the role of education in society. Higher education, for instance, and the science it produces, is no longer the sole authority of truth, if ever it was. Rather, science oftentimes has been downgrade to just another point of view or an opinion in the public debate of controversial and ambiguous issues such as the causes and impacts of climate change, the role of GMOs in food security, the use of biofuels as a ‘sustainable’ source of energy, and so on. Scientists can be found on different ends of the ongoing debates, although more might be found at one end than on the other. It is not easy to decide who is right, who is wrong, or who is more right than others, or what the best way to move forward might be. This poses challenges, not just for policy-makers or entrepreneurs, but also for educators. After all, what do we educate for in such a world when things change so fast and knowledge becomes obsolete before you know it? How do we prepare today’s graduate for the world of tomorrow? And more specifically, what are the implications for tertiary agricultural education (TAE) around the world?