Young adults in the UK are increasingly turning to AI for help with managing their finances, as many struggle to save and maintain control over spending.
A survey of 5,000 adults aged 28 to 40 found that impulse purchases and weak self-discipline frequently undermine savings, while most feel they could improve their financial knowledge.
AI-powered financial tools are gaining traction, particularly among those aged 28 to 34. Nearly two-thirds of respondents would trust AI to advise on disposable income, and over half would allow it to manage bills or prevent overdrafts.
However, nearly a quarter prefer to start with limited use, seeking proof of value before full engagement.
Regional differences highlight the uneven financial landscape in the UK. Londoners save significantly more than the national average, while cities such as Newcastle and Cardiff lag far behind.
Experts suggest fintech solutions must balance behavioural support with practical assistance and consider regional disparities to be effective.
Fintechs should prioritise tools that deliver immediate value over purely aspirational AI features. Modular tools and age- or region-specific solutions are likely to engage users, especially older millennials with rising financial responsibilities.
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At General Wolfe School and other Winnipeg classrooms, students are using AI tools to help with tasks such as translating language and understanding complex terms, with teachers guiding them on how to verify AI-generated information against reliable sources.
Teachers are cautious but optimistic, developing a thinking framework that prioritises critical thinking and human judgement alongside AI use rather than rigid policies as the technology evolves.
Educators in the Winnipeg School Division are adapting teaching methods to incorporate AI while discouraging over-reliance, stressing that students should use AI as an aid rather than a substitute for learning.
This reflects broader discussions in education about how to balance innovation with foundational skills as AI becomes more commonplace in school environments.
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Researchers at the University of Wolverhampton in the UK are launching a Digital Futures Lab, focusing on virtual reality and AI in the humanities. The hub opens on 7 February.
The facility will support collaboration between academics, students, businesses and cultural organisations. Launch events will showcase practical uses of VR, AI and digital language tools across research and culture.
Speakers will discuss chatbots, algorithms and data analysis shaping modern arts and humanities research. The project builds on the university’s wider investment in cyber resilience and AI.
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Keir Starmer has told Labour MPs that he is open to an Australian-style ban on social media for young people, following concerns about the amount of time children spend on screens.
Starmer previously opposed such a ban, arguing that enforcement would prove difficult and might instead push teenagers towards unregulated online spaces rather than safer platforms. Growing political momentum across Westminster, combined with Australia’s decision to act, has led to a reassessment of that position.
Speaking to MPs, Starmer said different enforcement approaches were being examined and added that phone use during school hours should be restricted.
UK ministers have also revisited earlier proposals aimed at reducing the addictive design of social media and strengthening safeguards on devices sold to teenagers.
Support for stricter measures has emerged across party lines, with senior figures from Labour, the Conservatives, the Liberal Democrats and Reform UK signalling openness to a ban.
A final decision is expected within months as ministers weigh child safety, regulation and practical implementation.
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Morocco is preparing to unveil ‘Maroc IA 2030’, a national AI roadmap designed to structure the country’s AI ecosystem and strengthen digital transformation.
The strategy seeks to modernise public services, improve interoperability across digital systems and enhance economic competitiveness, according to officials ahead of the ‘AI Made in Morocco’ event in Rabat.
A central element of the plan involves the creation of Al Jazari Institutes, a national network of AI centres of excellence connecting academic research with innovation and regional economic needs.
A roadmap that prioritises technological autonomy, trusted AI use, skills development, support for local innovation and balanced territorial coverage instead of fragmented deployment.
The initiative builds on the Digital Morocco 2030 strategy launched in 2024, which places AI at the core of national digital policy.
Authorities expect the combined efforts to generate around 240,000 digital jobs and contribute approximately $10 billion to gross domestic product by 2030, while improving the international AI readiness ranking of Morocco.
Additional measures include the establishment of a General Directorate for AI and Emerging Technologies to oversee public policy and the development of an Arab African regional digital hub in partnership with the United Nations Development Programme.
Their main goal is to support sustainable and responsible digital innovation.
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The eSafety regulator in Australia has expressed concern over the misuse of the generative AI system Grok on social media platform X, following reports involving sexualised or exploitative content, particularly affecting children.
Although overall report numbers remain low, authorities in Australia have observed a recent increase over the past weeks.
The regulator confirmed that enforcement powers under the Online Safety Act remain available where content meets defined legal thresholds.
X and other services are subject to systemic obligations requiring the detection and removal of child sexual exploitation material, alongside broader industry codes and safety standards.
eSafety has formally requested further information from X regarding safeguards designed to prevent misuse of generative AI features and to ensure compliance with existing obligations.
Previous enforcement actions taken in 2025 against similar AI services resulted in their withdrawal from the Australian market.
Additional mandatory safety codes will take effect in March 2026, introducing new obligations for AI services to limit children’s exposure to sexually explicit, violent and self-harm-related material.
Authorities emphasised the importance of Safety by Design measures and continued international cooperation among online safety regulators.
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Teachers across Colorado are exploring how AI can be utilised as an instructional assistant to support classroom instruction and student learning.
Some educators are experimenting with generative AI tools that help with tasks like lesson planning, summarising material and creating examples, while also educating students on responsible use of AI.
The broader trend mirrors state and district efforts to develop AI strategies for education. Reports indicate that many districts are establishing steering committees and policies to guide the safe and effective use of classrooms.
In contrast, others limit student access due to privacy concerns, underscoring the need for training and clear guidelines.
Teachers have noted both benefits, such as time savings and personalised support, and challenges, including ethical questions about plagiarism and student independence, highlighting a period of experimentation and adjustment as AI becomes part of mainstream education.
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The Welsh Government is providing £2.1 million in funding to support small and medium-sized businesses across Wales in adopting AI. The initiative aims to promote the ethical and practical use of AI, enhancing productivity and competitiveness.
Business Wales will receive £600,000 to deliver an AI awareness and adoption programme, following recent reviews on SME productivity. Additional funding will enhance tourism and events through targeted AI projects and practical workshops.
A further £1 million will expand AI upskilling through the Flexible Skills Programme, addressing digital skills gaps across regions and sectors. Employers will contribute part of the training costs to support inclusive growth.
Swansea-based Something Different Wholesale is already using AI to automate tasks, analyse market data and improve customer services. Welsh ministers say the funding supports the responsible adoption of AI, aligned with the AI Plan for Wales.
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Rising living costs and economic instability are the biggest worries for young people worldwide. A World Economic Forum survey shows inflation dominates personal and global concerns.
Many young people fear that AI-driven automation will shrink entry-level job opportunities. Two-thirds expect fewer early career roles despite growing engagement with AI tools.
Nearly 60 per cent already use AI to build skills and improve employability. Side hustles and freelance work are increasingly common responses to economic pressure.
Youth respondents call for quality jobs, better education access and affordable housing. Climate change also ranks among the most serious long-term global risks.
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Teachers across Colorado are exploring how AI can be utilised as an instructional assistant to support classroom instruction and student learning.
Some educators are experimenting with generative AI tools that help with tasks like lesson planning, summarising material and creating examples, while also educating students on responsible use of AI.
The broader trend mirrors state and district efforts to develop AI strategies for education. Reports indicate that many districts are establishing steering committees and policies to guide the safe and effective use of classrooms. In contrast, others limit student access due to privacy concerns, underscoring the need for training and clear guidelines.
Teachers have noted both benefits, such as time savings and personalised support, and challenges, including ethical questions about plagiarism and student independence, highlighting a period of experimentation and adjustment as AI becomes part of mainstream education.
Would you like to learn more about AI, tech and digital diplomacy? If so, ask our Diplo chatbot!
