Abstract: The rapid development of generative artificial intelligence (GAI) is profoundly impacting the traditional educational structure centered around teachers and students. As an embedded “third entity”, GAI restructures the originally clear binary relationship of “teaching-learning” and gradually forms a new ternary ecosystem of “teacher-student-machine” interaction. In this new paradigm, knowledge no longer flows in one direction, authority is no longer centralized on the podium, and the educational process exhibits new characteristics of multi-directional interaction and dynamic generation, prompting us to reexamine the essence of education and the future of the classroom. This transformation is bringing profound changes in multiple dimensions. Firstly, will the diversification of knowledge acquisition methods threaten teachers’ authority in the classroom? Students may be more inclined to trust machine-generated answers, leading to a decline in teachers' discourse power and guiding influence in the classroom, and posing an authoritative challenge to teaching order. Secondly, GAI has become a readily available “super assistant”, but it also places higher demands on students’ information discrimination, critical thinking, and self-management. At the same time, GAI is reshaping the industrial landscape and social talent demand structure, shifting societal demand for talent from memory and repetition abilities to innovation, collaboration, human-machine interaction, and the ability to solve real-world problems. Can education adapt to these changes in a timely manner and cultivate talents with the abilities required by society? How to reconstruct educational models, position the value of teachers, and cultivate future talents has become an urgent proposition of the times. With these questions in mind, CCF YOCSEF Hangzhou invited several experts, scholars, and industry representatives who have long been deeply involved in higher education to jointly conduct in-depth discussions on the impact of Generative Artificial Intelligence on higher education. This article, compiled based on the aforementioned forum, aims to forge consensus, explore paths, and provide intellectual support for promoting higher education to face the challenges posed by GAI.