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.
Universities across the EU and UK are set to introduce metaverse-based courses, where students can attend classes in digital replicas of their campuses. Meta, the company behind Facebook and Instagram, announced the launch of Europe’s first ‘metaversities,’ immersive digital twins of real university campuses. With the help of Meta’s VR partner VictoryXR, students can explore campus grounds, work on projects, and participate in simulations from their VR headsets or PCs, offering a more interactive experience than traditional video calls.
Several institutions are embracing the metaverse: the UK’s University of Leeds started metaverse courses in theater this fall, while Spain’s University of the Basque Country will introduce virtual physiotherapy and anatomy classes by February 2025. In Germany, schools in Hannover will launch immersive classes by the start of the 2025 school year. VictoryXR, which has collaborated with over 130 campuses worldwide, sees these “digital twin” campuses as ideal for field trips, group experiments, and real-time assignments.
Meta has provided VR headsets to educators at numerous universities in the US and UK, including Imperial College London, to encourage innovative teaching in fields such as science and language arts. According to Meta, these metaversities mark a ‘significant leap forward’ in education, creating interactive and engaging learning environments.
Coventry University researchers are using AI to support teachers in northern Vietnam‘s rural communities, where access to technology and training is often limited. Led by Dr Petros Lameras, the GameAid project introduces educators to generative AI, an advanced form of AI that creates text, images, and other materials in response to prompts, helping teachers improve lesson development and classroom engagement.
The GameAid initiative uses a game-based approach to demonstrate AI’s practical benefits, providing tools and guidelines that enable teachers to integrate AI into their curriculum. Dr Lameras highlights the project’s importance in transforming educators’ technological skills, while Dr Nguyen Thi Thu Huyen from Hanoi University emphasises its potential to close the educational gap between Vietnam’s urban and rural areas.
The initiative is seen as a key step towards promoting equal learning opportunities, offering much-needed educational resources to under-represented groups. Researchers at Coventry hope that their work will support more positive learning outcomes across Vietnam’s diverse educational landscape.
ProFuturo and American Tower are expanding their digital education initiative to Nigeria, building on the success of a program initially launched in Kenya. The expansion aims to provide nearly 30,000 students in vulnerable communities across Africa and Latin America access to digital learning opportunities, addressing significant educational inequalities.
Central to this initiative is the training and empowerment of over 1,000 teachers, who will receive essential digital resources and innovative teaching methods to integrate technology into their classrooms effectively. By equipping educators with these tools, the collaboration seeks to bridge the digital divide, ensuring that underserved regions have access to the same educational resources as urban areas.
The partnership aligns with the UN’s Sustainable Development Goals, particularly in promoting quality education and reducing inequalities while also aiming to reduce poverty and inequality within local communities. Additionally, American Tower’s Digital Communities initiative will establish technology-driven spaces that promote digital literacy, vocational training, and healthcare access, serving as vital hubs for learning and development.
Looking ahead to 2030, the partnership aspires to create lasting change, ensuring that all children can succeed in the digital economy and laying the groundwork for a more inclusive and equitable educational landscape in Nigeria and beyond.
Hannah, a university student, admits to using AI to complete an essay when overwhelmed by deadlines and personal illness. Struggling with COVID and intense academic pressure, she turned to AI for help but later faced an academic misconduct hearing. Though cleared due to insufficient evidence, Hannah warns others about the risks of relying on AI tools for dishonest purposes.
Universities now grapple with teaching students to use AI responsibly while preventing misuse. A lecturer discovered Hannah’s essay had been generated by AI using detection software, reflecting the complexities of monitoring academic integrity. Some institutions prohibit AI unless explicitly approved, while others allow limited use for grammar checks or structural guidance if properly cited.
Lecturers note that AI-generated content often lacks coherence and critical thinking. Dr Sarah Lieberman from Canterbury Christchurch University explains how AI-produced essays can be spotted easily, describing them as lacking the human touch. Nonetheless, she acknowledges AI’s potential benefits, such as generating ideas or guiding students in their research, if used appropriately.
Students hold mixed views on AI in education. Some embrace it as a helpful tool for structuring work or exam preparation, while others resist it, preferring to rely on their efforts. A Department for Education spokesperson emphasises the need for universities to find a balance between maintaining academic integrity and preparing students for the workplace by equipping them with essential AI skills.
A recent study by McKinsey highlights that Portugal must retrain around 1.3 million workers, about 30% of its workforce, by 2030 to adopt generative AI and close its productivity gap with the rest of the European Union. Portugal has long struggled with low productivity, which has contributed minimally to GDP growth compared to the EU average. However, the study predicts that by rapidly integrating AI and automation, the country could significantly boost productivity, matching projected EU levels.
Generative AI, which creates content like text and images based on past data, could help Portugal compete with more developed economies if the workforce is prepared for the technological shift. This change will also require the public, private, and education sectors to collaborate in reshaping job roles and work processes. For every euro invested in AI technology, McKinsey suggests that three euros will be needed for managing organisational transitions.
Besides upskilling 1.3 million workers, the study indicates that around 320,000 employees in roles like customer service will need to transition to new jobs. This large-scale transformation could position Portugal for stronger economic growth in the coming years.
