As concerns grow over the impact of smartphones on children, several European countries are implementing or debating restrictions on their use in schools. France, for example, has prohibited phones in primary and secondary schools since 2018 and recently extended the policy to include ‘digital breaks’ at some institutions. Similarly, the Netherlands and Hungary have adopted bans, with exceptions for educational purposes or special needs, while Italy, Greece, and Latvia have also imposed restrictions.
The debate is fueled by studies showing that smartphones can distract students, though some argue they can also be useful for learning. A 2023 UNESCO report recommended limiting phones in schools to support education, with more than 60 countries now following similar measures. However, enforcement remains a challenge, as some reports suggest that many students still find ways to use their devices despite the bans.
Experts remain divided on the issue. While some highlight the risks of distraction and mental health impacts, others emphasise the need for balance. ‘Banning phones can be beneficial, but we must ensure children have adequate alternatives for education and communication,’ said Ben Carter, a professor of medical statistics at King’s College London.
The trend reflects broader concerns about screen time among children, with countries like Sweden and Luxembourg calling for clearer rules to promote healthier digital habits. While opinions differ, the growing movement underscores a collective effort to create focused, engaging, and healthier learning environments.
AI is transforming education for students with disabilities, offering tools that level the playing field. From reading assistance to speech and language tools, AI is enabling students to overcome learning barriers. For 14-year-old Makenzie Gilkison, who has dyslexia, AI-powered assistive technology has been life-changing, allowing her to excel academically and keep pace with her peers.
Schools are increasingly adopting AI for personalised learning, balancing its benefits with ethical considerations. Tools like chatbots and text-to-speech programs enhance accessibility while raising concerns about over-reliance and the potential for misuse. Experts emphasise that AI should support, not replace, learning.
Research and development are advancing rapidly, addressing challenges like children’s handwriting and speech impediments. Initiatives such as the National AI Institute for Exceptional Education aim to refine these tools, while educators work to ensure students and teachers are equipped to harness their potential effectively.
Manila Central University (MCU) has partnered with Fortinet, a global leader in cybersecurity, through its Academic Partner Program to address the growing talent shortage in the Philippines. That collaboration aims to equip students with essential skills to meet industry demands by integrating Fortinet’s Network Security Expert (NSE) training and certification program into the university’s curriculum, either as coursework or standalone offerings.
Faculty members will receive advanced training, and students will benefit from guest lectures, practical exercises, and hands-on learning in areas like network security, malware analysis, and defence strategies. Additionally, the partnership includes establishing a state-of-the-art Cyber Innovation Lab to provide immersive learning experiences.
The initiative aligns with findings from Fortinet’s ‘Cybersecurity Skills Gap 2024 Global Research Report,’ which revealed that 94% of organisations in the Philippines experienced security breaches in 2023, with 77% partly attributed to a lack of cybersecurity skills. MCU joins nine other institutions, including Mapúa University and Mindanao State University-Sulu, in Fortinet’s nationwide effort to strengthen cybersecurity education.
The partnership also represents a significant step toward bridging the cybersecurity skills gap in the Philippines. By combining Fortinet’s expertise with MCU’s academic foundation, the program offers students industry-recognised certifications and practical knowledge needed to excel as cybersecurity professionals.
Why does it matter?
The initiative addresses immediate challenges highlighted in the report and strengthens the country’s capacity to defend against evolving digital threats, ensuring a robust pipeline of future professionals ready to meet global cybersecurity standards.
UCLA is breaking new ground with an AI-developed comparative literature course set to launch in winter 2025. The class, covering literature from the Middle Ages to the 17th century, will feature a textbook, assignments, and teaching assistant (TA) resources generated by Kudu, an AI-powered platform founded by UCLA physics professor Alexander Kusenko. This initiative marks the first use of AI-generated materials in UCLA’s humanities division.
Professor Zrinka Stahuljak, who designed the course, collaborated with Kudu by providing lecture notes, PowerPoint slides, and videos from previous classes. The AI system produced the materials within three to four months, requiring just 20 hours of professor involvement. Kudu’s platform allows students to interact with course content through questions answered strictly within the provided material, ensuring focused and accurate responses.
By streamlining material creation, the approach frees up professors and TAs to engage more closely with students while maintaining consistency in course delivery. UCLA hopes this innovative method will enhance the learning experience and redefine education in the humanities.
OpenAI is working to integrate AI into e-learning through customisable GPT tools, potentially revolutionising how students interact with academic content. According to Siya Raj Purohit of OpenAI‘s education team, professors are already using AI to create tailored course models, allowing students to engage with focused material. These tools could become staples in education, enabling personalised, lifelong learning.
The initiative complements OpenAI’s broader push into education, marked by the launch of ChatGPT Edu for universities and the hiring of former Coursera executive Leah Belsky. Despite these efforts, challenges remain as many educators express reservations about AI’s role in teaching. Tools like Khanmigo, developed with OpenAI, demonstrate AI’s potential but also reveal its current limitations, including accuracy issues.
With the education AI market expected to reach $88.2 billion, OpenAI is committed to refining its tools and addressing educators’ concerns to drive adoption in this burgeoning sector.
British Prime Minister Keir Starmer inaugurated London’s first Google-backed AI Campus in Camden on Wednesday. The facility aims to equip young people with vital skills in AI and machine learning, addressing the growing demand for expertise in these areas. Located near Google’s upcoming offices in King’s Cross, the campus has already launched a two-year pilot project for students aged 16 to 18.
The pilot cohort of 32 students will benefit from AI-focused mentoring and resources provided by Google’s DeepMind. They will engage in real-world projects that integrate AI with health, social sciences, and the arts. The campus, a collaboration between Google and local authorities, seeks to inspire students from diverse backgrounds to envision themselves as leaders in the AI-driven future.
Starmer hailed the initiative as a transformative step for young people, particularly those in challenging circumstances. He emphasised that the programme represents a significant milestone in preparing the next generation to navigate AI’s boundless potential. ‘The possibilities of AI are incredible, and projects like this will shape the future,’ he stated.
Google further announced £865,000 in funding for a national AI literacy programme. This initiative, led by the Raspberry Pi Foundation and Parent Zone, aims to train teachers and reach 250,000 students by 2026. Debbie Weinstein, Google’s UK and Ireland managing director, highlighted the programme’s role in ensuring that AI’s vast opportunities are accessible to all, potentially unlocking £400 billion in economic benefits for the UK.
A Massachusetts judge upheld disciplinary measures against a high school senior accused of cheating with an AI tool. The Hingham High School student’s parents sought to erase his record and raise his history grade, but the court sided with the school. Officials determined the student violated academic integrity by copying AI-generated text, including fabricated citations.
The student faced penalties including detention and temporary exclusion from the National Honor Society. He later gained readmission. His parents argued that unclear rules on AI usage led to confusion, claiming the school violated his constitutional rights. However, the court found the plagiarism policy sufficient.
Judge Paul Levenson acknowledged AI’s challenges in education but said the evidence showed misuse. The student and his partner had copied AI-generated content indiscriminately, bypassing proper review. The judge declined to order immediate changes to the student’s record or grade.
The case remains unresolved as the parents plan to pursue further legal action. School representatives praised the decision, describing it as accurate and lawful. The ruling highlights the growing complexities of generative AI in academic settings.
Ghana Communication Technology University and Microsoft Skills have partnered to introduce the Microsoft Skills for Jobs Microdegree Programme in Ghana, aimed at enhancing digital skills in high-demand fields such as cybersecurity, AI, and coding. That collaboration, funded by the European Union, will provide training, certification, and job placement opportunities, helping students and professionals gain the essential skills needed in today’s digital economy.
To make the programme more accessible, local banks will offer micro-loans, allowing participants to pay fees in manageable instalments. The initiative is expected to certify 286,000 students globally by 2026, with 60,000 certifications coming from Ghana, creating significant opportunities for local students in the global job market.
Ghana Communication Technology University and Microsoft Skills have also partnered to foster international collaboration through student exchange programs. The partnership will also connect Ghanaian graduates to job opportunities with 32,000 IT companies across Europe, further expanding their career prospects and establishing GCTU as a leader in IT education in Ghana.
OpenAI, in partnership with Common Sense Media, has introduced a free training course aimed at helping teachers understand AI and prompt engineering. The course is designed to equip educators with the skills to use ChatGPT effectively in classrooms, including creating lesson content and streamlining administrative tasks.
The launch comes as OpenAI increases its efforts to promote the positive educational uses of ChatGPT, which became widely popular after its release in November 2022. While the tool’s potential for aiding students has been recognised, its use also sparked concerns about cheating and plagiarism.
Leah Belsky, formerly of Coursera and now leading OpenAI’s education efforts, emphasised the importance of teaching both students and teachers to use AI responsibly. Belsky noted that student adoption of ChatGPT is high, with many parents viewing AI literacy as crucial for future careers. The training is available on Common Sense Media’s website, marking the first of many initiatives in this partnership.
Indonesian students are now encouraged to explore AI and coding to unlock new talents and prepare for a tech-driven future. Deputy Minister of Creative Economy Irene Umar stated that the option to study these subjects opens opportunities for young people, but she urged schools to make these courses voluntary rather than mandatory, allowing students to choose these areas of study according to their interests.
AI and coding education is part of Vice President Gibran Rakabuming Raka’s vision for a ‘Golden Indonesia’, aiming to create a generation equipped with essential digital skills. The initiative seeks to introduce these courses at both primary and secondary education levels, supporting Indonesia’s global competitiveness in a world increasingly shaped by technology.
The internet, widely accessible across Indonesia, offers new avenues for self-directed learning in AI and coding, according to Umar. She pointed out that many Indonesian game developers have already taught themselves coding through online resources, demonstrating that digital skills can be acquired outside formal educational settings.
Umar highlighted the potential of AI and coding to inspire Indonesia’s youth, noting that with the right digital knowledge, young Indonesians can become innovative leaders. Harnessing this potential could foster new ideas and entrepreneurial success, helping to fulfil Indonesia’s vision of a future led by a skilled, tech-savvy generation.
