AI tools will soon be in use in classrooms across England, but the education secretary, Bridget Phillipson, has one big question she wants answered: will they save time? Attending a Department for Education-sponsored hackathon in central London last week, Phillipson listened as developers explained how their tools could compile pupil reports, improve writing samples and even assess the quality of soldering done by trainee electrical engineers. After listening to one developer extol their AI writing analysis tool as "superhuman", able to aggregate all the writing a pupil had ever done, Phillipson asked bluntly: "Do you know how much time it will have saved?" That will be our next step, the developer admitted, less confidently. In an interview with the Guardian, Phillipson said her interest in AI was less futuristic and more practical.

More than half of undergraduates say they consult artificial intelligence programmes to help with their essays, while schools are trialling its use in the classroom. A survey of more than 1,000 UK undergraduates, conducted by the Higher Education Policy Institute (Hepi), found 53% were using AI to generate material for work they would be marked on. One in four are using applications such as Google Bard or ChatGPT to suggest topics and one in eight are using them to create content. Just 5% admitted to copying and pasting unedited AI-generated text into their assessments. Teachers are also seeking to use AI to streamline their work, with the Education Endowment Foundation (EEF) signing up secondary schools for a new research project into the use of AI to generate lesson plans and teaching materials as well as exams and model answers.

Harvard University offers a behemoth of courses that teach its students topics including "Queering Education," "Black Radicalism" and sexual fetishes. However, its course catalog – while offering many topics some would consider strongly critical of America – shows it does not offer significant courses focusing on American patriotism in depth despite taking in hundreds of millions of taxpayer dollars every year. In 2021, Harvard received 625 million from American taxpayers, all the while the Ivy League boasts over 50 billion in its endowment. Some companies and prospective students are starting to question their interest in Harvard, particularly after scandals relating to alleged pervasive antisemitism and pro-Hamas sentiment on its campus – prompting legal action and a civil rights investigation from the U.S. Department of Education. Harvard's education department for prospective K-12 teachers elaborates on how one can bring queerness and transgenderism into schools.

Obtaining stakeholders' diverse experiences and opinions about current policy in a timely manner is crucial for policymakers to identify strengths and gaps in resource allocation, thereby supporting effective policy design and implementation. However, manually coding even moderately sized interview texts or open-ended survey responses from stakeholders can often be labor-intensive and time-consuming. This study explores the integration of Large Language Models (LLMs)--like GPT-4--with human expertise to enhance text analysis of stakeholder interviews regarding K-12 education policy within one U.S. state. Employing a mixed-methods approach, human experts developed a codebook and coding processes as informed by domain knowledge and unsupervised topic modeling results. They then designed prompts to guide GPT-4 analysis and iteratively evaluate different prompts' performances. This combined human-computer method enabled nuanced thematic and sentiment analysis. Results reveal that while GPT-4 thematic coding aligned with human coding by 77.89% at specific themes, expanding to broader themes increased congruence to 96.02%, surpassing traditional Natural Language Processing (NLP) methods by over 25%. Additionally, GPT-4 is more closely matched to expert sentiment analysis than lexicon-based methods. Findings from quantitative measures and qualitative reviews underscore the complementary roles of human domain expertise and automated analysis as LLMs offer new perspectives and coding consistency. The human-computer interactive approach enhances efficiency, validity, and interpretability of educational policy research.

We consider a setting where a population of artificial learners is given, and the objective is to optimize aggregate measures of performance, under constraints on training resources. The problem is motivated by the study of peer learning in human educational systems. In this context, we study natural knowledge diffusion processes in networks of interacting artificial learners. By `natural', we mean processes that reflect human peer learning where the students' internal state and learning process is mostly opaque, and the main degree of freedom lies in the formation of peer learning groups by a coordinator who can potentially evaluate the learners before assigning them to peer groups. Among else, we empirically show that such processes indeed make effective use of the training resources, and enable the design of modular neural models that have the capacity to generalize without being prone to overfitting noisy labels.

People in Texas sounded off on AI job displacement, with half of people who spoke to Fox News convinced that the tech will rob them of work. The Department of Education is worried that artificial intelligence systems could be used to surveil teachers once the systems are introduced into the classroom and warned in a new report that allowing that to happen would make teachers' jobs "nearly impossible." The department released a report this week on "Artificial Intelligence and the Future of Teaching and Learning," which also argued that AI should never be used to replace human teachers. The report is aimed at assessing the prospects of expanding AI into the classroom. While it says that AI could make teaching more efficient and help tailor lesson plans to individual students, it warned that AI might also expose teachers to increased surveillance once deployed.

Fox News Washington-based correspondent Mark Meredith breaks down which jobs are most at risk during the AI revolution on'Special Report.' Artificial intelligence (AI) is set to completely disrupt the American education system and experts say the new technology could push forth a new model that produces more efficient and relevant students within the workforce. While many critics have argued ChatGPT and other bots will exacerbate cheating or hinder critical thinking, others have claimed it is necessary to train students on the tool in order to set them up for future success. David Espindola, a digital technology entrepreneur and the author of "Soulful: You in the Future of Artificial Intelligence," told Fox News Digital the current educational system is "broken" and needs a new model. "I think education is ready to be disrupted big time," he said.

The Government of India introduced several new policies such as the National Education Policy 2020, the first education policy of the 21st century, "based on the principle that education must develop not only cognitive capacities [...] such as critical thinking and problem solving – but also social, ethical, and emotional capacities and dispositions."

A comprehensive progress report of students studying under the Central Board of Secondary Education, which will be based on Artificial Intelligence, will soon be tested in a pilot project in 74 schools, officials aware of the development said. Dubbed the Holistic Progress Card, the initiative is envisaged under the National Education Policy 2020 for a "multidimensional progress monitoring" of school students. Once it is successfully tested, the initiative will be eventually rolled out to include all student from classes 1 to 12, an education ministry official said, requesting anonymity. The decision on the pilot project was taken during the CBSE's general body meeting in August. The board has developed a prototype for classes 1-3, which will "track the key developmental goals and competencies, as specified by the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN) Bharat guidelines", according to the minutes of the CBSE meeting.

September 8 has been celebrated as the'International Literacy Day' across the world since 1967. The significance of this day arises from the fact that despite the steady rise in literacy rates over the past 50 years, there are still 773 million illiterate adults around the world. In India, though the literacy rate has seen phenomenal growth--from 18.3% to 74.4% between 1951 and 2018--there are 313 million illiterate people, according to the study, "Literacy in India: The gender and age dimension." Illiteracy and dropout rates are acutely linked. Dropping out of school is a rampant trend in India.