To those that missed the joke - 'consuming' the classics is the antithesis of a liberal arts education. The value lies in the engagement, the debate, the Hegellian dialectic involved in arriving at a true grok level understanding of the text or topic.
It would be akin to reading the Sparknotes of Ulysses and being able to reference how it draws heavily on Homer's Odyssey, or utilises stream-of-consciousness narrative to great effect; and thinking that, as a result, you have the faintest understanding of the text, its conception, or its impact.
The OP almost hit on this with the 'Listen to all the online lectures from Oxford,Yale,MIT etc...'. Unlike coding bootcamps or similar, universities are not VOCATIONAL TRAINING - no matter how skewed towards that end-goal the American Economy is dictating such. As just about any Educator can attest, no amount of listening to youtube lectures will replace the University experience, nevermind the Oxbridge/Ivy League experience.
The pedagogical benefits are simply unrealisable from an AI prompt 'streamlining'- i.e. being forced to read and engage with topics outside of your comfort zone to maintain your GPA, engaging and working with people from a diversity of outlooks and backgrounds, benefitting from the 1:1 and small group sessions with the Academics who often wrote the literal book on the subject in question.
If the intersection of JSTOR and Machine Learning didn't reduce humanities to Cory Doctorow level script-kiddyism, the hoi polloi throwing prompts into a hallucinatory markov chain isn't likely to advance or diminish Academia anymore than the excess of 'MBA IN 5 DAYS!' or '...for Dummies' titles previously available.