Online education Archives | Page 5 of 58 | Digital Watch Observatory

Microsoft launches nonprofit AI training and fellowship initiative

Microsoft has announced a new programme called Microsoft Elevate for Changemakers, aimed at helping nonprofit leaders build AI skills, credentials, and organisational capacity. In a post published on 25 March, the initiative is said to have been introduced alongside the company’s Global Nonprofit Leaders Summit, which it says brought together more than 1,500 nonprofit leaders from around the world.

The company says the programme is designed to help nonprofit organisations adopt AI in ways that reflect their missions and the communities they serve. According to the company, the new initiative includes an AI for Nonprofits credential developed with LinkedIn and NetHope, live and on-demand training on topics such as Copilot, change management, and responsible AI governance, and a Changemaker Fellowship for nonprofit professionals working on AI-related projects.

The AI for Nonprofits credential is a professional certificate built on work across the nonprofit sector, with participants receiving a LinkedIn professional certificate. Microsoft also says the fellowship will provide resources, investment, and expert guidance, while connecting participants to a global cohort and a wider network of nonprofit AI leaders. According to the post, support for the fellowship includes Microsoft and launch partners EY and Caribou.

Microsoft places the announcement within a broader argument about how AI is affecting labour, communities, and service delivery. The company says nonprofits are often closely connected to people seeking new skills, employment pathways, and community support, and that such organisations are well-positioned to help shape AI adoption at the local level. Microsoft also says the programme forms part of its wider Microsoft Elevate commitment and refers to plans to deliver more than $5 billion in discounts, donations, and grants over the next year to support nonprofit organisations and education systems.

Several examples in the post illustrate how Microsoft says AI is already being applied in nonprofit work. Microsoft says ARcare has used AI to reduce administrative work and estimates it has eliminated six to eight hours of manual tasks per day. Opportunity International is cited as using AI to scale a local-language chatbot for farmers, while Head Start Homes is described as using AI to increase organisational bandwidth and attract new funding. The tech conglomerate also points to de Alliantie, saying AI has helped the organisation improve efficiency in housing support operations while maintaining a human-centred approach.

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UNESCO and Tecnológico de Monterrey partner on AI in education initiative

UNESCO and Tecnológico de Monterrey have signed an agreement to collaborate on advancing the use of AI in education, as digital transformation reshapes learning systems and workforce skills across Latin America and the Caribbean.

The agreement establishes a framework for joint work on generating evidence, developing standards and formulating public policy recommendations on AI in education, and supports the launch of a Regional Observatory on Artificial Intelligence in Education.

A financial contribution of $90,000 will support the Observatory’s implementation, following months of technical coordination and institutional validation between the two organisations.

After the signing, technical teams reviewed the operational plan for the first year, including methodological frameworks on teachers’ digital competencies and AI ethics, as well as pilot projects in Chile, El Salvador and Mexico.

According to Esther Kuisch Laroche, the initiative aims to ensure AI contributes to more inclusive, ethical and relevant education systems, while moving from principles to practical solutions.

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Scotland publishes AI guidance for schools

The Scottish government has published national guidance on the use of AI in schools, aiming to support the safe and ethical adoption of AI in classrooms. The document provides advice for teachers and pupils as AI use continues to expand across society.

The guidance outlines potential benefits of AI alongside risks that need to be considered, and includes examples of appropriate classroom use. It was developed with the EIS teaching union, local government and Education Scotland.

Education Secretary Jenny Gilruth said AI should support creativity, critical thinking and personalised learning while protecting pupils’ rights and privacy. She added that technology must not replace teachers or human relationships in education.

Andrea Bradley said AI should remain a tool for teachers and not replace professional judgement. The non-statutory guidance allows schools and local authorities flexibility to develop their own policies as AI continues to evolve.

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UK tests social media bans for children in national pilot

The UK government has launched a large-scale pilot programme to test social media restrictions in the homes of 300 teenagers, aiming to improve children’s well-being instead of relying solely on existing digital safety measures.

The initiative, led by the Department for Science, Innovation and Technology and supported by Liz Kendall, will run for six weeks and examine how limits on digital platforms affect young people’s daily lives, including sleep, schoolwork, and family relationships.

Families across the UK will be divided into groups testing different approaches. Some parents will block access to social media entirely, while others will introduce a one-hour daily limit on popular platforms such as Instagram, TikTok, and Snapchat.

Another group will implement overnight curfews, restricting access between 9 pm and 7 am, while a control group will maintain existing usage patterns rather than introducing changes.

Participants will be interviewed before and after the trial to assess behavioural and practical outcomes, including how easily restrictions can be enforced and whether teenagers attempt to bypass controls.

The pilot runs alongside a national consultation on children’s digital well-being, which has already received nearly 30,000 responses. Government officials and academic experts will analyse data gathered from both initiatives to guide future policy decisions.

A programme that aims to ensure that any regulatory steps are evidence-based, reflecting real-life experiences rather than theoretical assumptions about digital behaviour.

Alongside the government trials, an independent scientific study funded by the Wellcome Trust will examine the effects of reduced social media use among adolescents.

Led by researchers from the University of Cambridge and the Bradford Institute for Health Research, the study will involve around 4,000 students aged 12 to 15.

Findings are expected to provide deeper insight into how social media influences anxiety, sleep, relationships, and overall well-being, supporting policymakers in shaping future online safety measures instead of relying on limited evidence.

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ICO and Ofcom issue guidance on age assurance and online safety

The Information Commissioner’s Office and Ofcom have issued a joint statement outlining how age assurance measures should align with online safety and data protection requirements.

A guidance that focuses on protecting children from harm online instead of treating safety and privacy as separate obligations, reflecting closer coordination between the two regulators.

The statement is directed at digital services likely to be accessed by children and falling within the scope of the Online Safety Act and UK data protection laws.

It provides a practical overview of existing policies, helping organisations understand how to meet both regulatory frameworks while implementing age assurance technologies.

Rather than introducing new rules, the guidance clarifies how current requirements interact in practice. It highlights the importance of designing systems that both verify users’ ages and safeguard personal data, ensuring that safety measures do not undermine privacy protections.

The approach encourages organisations to integrate compliance into service design instead of addressing obligations separately.

By aligning regulatory expectations, the ICO and Ofcom aim to support organisations in delivering safer online environments for children while maintaining strong data protection standards.

The joint effort signals a broader move towards coordinated digital regulation, where safety and privacy are addressed together to reflect the complexities of modern online services.

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Quantum readiness gains momentum according to OECD report

The OECD (Organisation for Economic Co-operation and Development) highlights how businesses are preparing for quantum computing, recognising it as a transformative technology instead of relying solely on conventional computing methods.

Quantum readiness is framed as a long-term capability-building effort in which firms gradually develop skills, infrastructure, and partnerships to explore commercial applications while navigating uncertainty.

Drawing on research, surveys, and interviews with public and private organisations across 10 countries, the OECD identifies both the practical steps companies take to build readiness and the barriers that slow adoption.

Early efforts focus on low-cost awareness and exploration, including attending workshops, training sessions, and industry events, allowing firms to familiarise themselves with emerging opportunities instead of waiting for fully mature systems.

Despite growing interest, companies face significant challenges. Technological immaturity complicates pilots and feasibility studies, while many firms lack a clear understanding of potential business applications.

Access to quantum resources, funding for research and development, and staff training are expensive, particularly for small- and medium-sized enterprises. Furthermore, there is a shortage of talent with both quantum computing expertise and domain-specific knowledge.

As a result, readiness tends to be concentrated among large, R&D-intensive firms, while smaller companies often recognise quantum computing’s potential but delay action.

Such an uneven adoption risks creating a divide in the digital economy, with early adopters moving ahead and other firms falling behind instead of engaging proactively.

To address these challenges, the OECD notes that public and private support mechanisms are critical. Networking and collaboration platforms connect firms with researchers, technology providers, and industry peers, fostering knowledge exchange and collective experimentation.

Business advisory and technology extension services help companies assess capabilities, test solutions, and access specialised facilities.

Grants for research and development lower the costs of experimentation and encourage collaboration, while stakeholder consultations ensure that support measures remain aligned with business needs.

Many companies are also establishing internal quantum labs and innovation hubs to trial applications and build expertise in a controlled environment, combining research with practical exploration instead of relying solely on external guidance.

Looking ahead, the OECD recommends expanding education and skills pipelines, strengthening industry-academic partnerships, and designing policies that support broader participation in quantum adoption.

Hybrid approaches that integrate quantum computing with AI and high-performance computing may offer practical commercial entry points for early applications.

Policymakers are encouraged to balance near-term exploratory pilots with forward-looking support for software development, interoperability, and workforce growth, enabling firms to move from experimentation to deployment effectively.

By following OECD guidance, companies can enhance innovation, improve competitiveness, and ensure that readiness efforts span sectors and geographies rather than remain limited to a few early adopters.

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UNESCO, UNICEF and ITU publish Charter for Public Digital Learning Platforms

The United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), and the International Telecommunication Union (ITU) have published a Charter for Public Digital Learning Platforms, which sets out principles to guide governments in developing and governing digital learning systems.

The Charter states that education is a human right and a public good, and emphasises that digital learning platforms should support public education systems rather than replace in-person schooling. It describes such platforms as components of broader education systems that bring together content, technology, and users to support teaching and learning.

According to the Charter, governments are encouraged to establish and maintain public digital learning platforms as part of the national education infrastructure. The document notes that, in many contexts, the absence or limited quality of such platforms has led to increased reliance on private-sector solutions, which may not always align with public education objectives.

The Charter outlines seven principles for public digital learning platforms, covering areas including:

public governance and financing, with oversight by public authorities;
inclusion, including accessibility, multilingual support, and cultural relevance;
pedagogical design, with a focus on teacher-led learning;
integration with education systems and public digital infrastructure;
open standards and interoperability;
user-focused development based on educational needs;
trustworthiness, including data protection, safety, and reliability.

The document also highlights the importance of data governance, stating that data generated through such platforms should remain under public control and be managed in accordance with applicable laws, with safeguards for privacy and security.

The Charter was developed under the UNESCO–UNICEF Gateways to Public Digital Learning Initiative, with input from governments and international organisations. It was released on the occasion of the International Day of Digital Learning 2026.

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Social media linked to declining well-being among young people

The World Happiness Report 2026 has identified a growing decline in well-being among young people, with increased social media use emerging as a key contributing factor. These findings suggest that digital habits are increasingly shaping life satisfaction, particularly across Western societies.

The report notes that younger age groups now report significantly lower happiness levels compared to previous decades.

In regions such as North America and Western Europe, the decline coincides with a sharp rise in time spent on social media platforms. Researchers highlight that heavy usage is associated with measurable reductions in well-being, especially among younger users.

Alongside these trends, the report continues to rank Finland as the happiest country globally, reflecting broader stability in Nordic nations. However, such stability contrasts with emerging concerns about mental health and social outcomes in more industrialised regions, where digital environments are playing an increasingly influential role.

While the report identifies risks including cyberbullying, depression and online exploitation, it does not advocate for complete restrictions. Instead, it emphasises the need for carefully designed regulatory approaches that balance protection with the potential benefits of digital connectivity.

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Inspired Education introduces AI-driven learning for primary schools

Inspired Education has unveiled a new AI-enabled primary teaching model designed to modernise traditional learning systems. The programme aims to better align education with how children learn in a digital and fast-changing environment.

The model combines core academic subjects in the morning with applied learning in the afternoon. Students focus on life skills such as problem-solving, entrepreneurship and communication alongside standard curriculum content.

Learning is structured around mastery rather than age, allowing children to progress at their own pace. AI-powered tools are used to personalise lessons and support faster and more adaptive learning outcomes.

The first early-access programme will launch in Central London in January 2027. Further rollouts are planned across cities, including Lisbon, Milan, Madrid, Mexico City, São Paulo and Auckland.

Developers say the approach responds to growing demand from parents for AI-integrated education. The initiative reflects broader efforts to prepare students with digital, practical and future-ready skills.

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UK drops AI copyright opt-out plan amid growing industry divide

The UK Government has abandoned its previous preference for an AI copyright opt-out model, signalling a shift in policy following strong opposition from creative industries.

Ministers now acknowledge that there is no clear consensus on how AI developers should access copyrighted material.

Concerns from writers, artists and rights holders focused on the use of their work in training AI systems without permission.

Liz Kendall confirmed that extensive consultation exposed significant disagreement, prompting the government to step back from its earlier position that would have allowed the use of copyrighted content unless creators opted out.

A joint report from the Department for Science, Innovation and Technology and the Department for Culture, Media and Sport states that further evidence is required before any legislative change.

Policymakers in the UK will assess how copyright frameworks influence AI development, while also examining international regulation, licensing models and ongoing legal disputes.

Government strategy now centres on balancing innovation with fair compensation.

Officials emphasise that creators must retain control over how their work is used, while AI developers require access to high-quality data to remain competitive. Potential measures include labelling AI-generated content to reduce risks linked to disinformation and deepfakes.

No timeline has been set for reform, reflecting the complexity of aligning economic growth with intellectual property protection.

The debate unfolds alongside broader ambitions outlined by Rachel Reeves, who has identified AI as a central driver of future economic expansion, with the UK aiming to lead adoption across the G7.

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