Texas high school student Elliston Berry joins'Fox & Friends' to discuss the House's passage of a new bill that criminalizes the sharing of non-consensual intimate images, including content created with artificial intelligence. The Chicago Sun-Times admitted on Tuesday that it published an AI-generated list of books that don't exist for its summer reading list. On Sunday, the publication released a special 64-page section titled "Heat Index: Your Guide to the Best of Summer" which featured a list of 15 recommended books for summer. However, upon further look, it was found that 10 of the 15 books on the list were not real. One example included a book called "Nightshade Market" by Min Jin Lee, which was described as a "riveting tale set in Seoul's underground economy" and follows "three women whose paths intersect in an illegal night market" exploring "class, gender and the shadow economies beneath prosperous societies."

Since the release of ChatGPT in late 2022, generative artificial intelligence has trickled down from adults in their offices to university students in campus libraries to teenagers in high school hallways. Now it's reaching the youngest among us, and parents and teachers are grappling with the most responsible way to introduce their under-13s to a new technology that may fundamentally reshape the future. Though the terms of service for ChatGPT, Google's Gemini and other AI models specify that the tools are only meant for those over 13, parents and teachers are taking the matter of AI education into their own hands. Inspired by a story we published on parents who are teaching their children to use AI to set them up for success in school and at work, we asked Guardian readers how and why – or why not – others are doing the same. Though our original story only concerned parents, we have also included teachers in the responses published below, as preparing children for future studies and jobs is one of educators' responsibilities as well.

Almost all textbooks to be used by first- and second-year high school students in Japan from fiscal 2026 will include quick response (QR) codes that link to websites with video and audio learning aid materials, sources said Tuesday. The education ministry said the same day that a total of 253 textbooks in 13 subjects have passed the second screenings under the current curriculum guidelines. In response to the rapid progress of digitalization, many of the textbooks include descriptions on information ethics and generative artificial intelligence. The average number of pages per textbook in 11 commonly taught subjects came to 321, slightly up from the previous screenings in 2021. All geography-history and civics textbooks take up the Northern Territories, which are effectively controlled by Russia; Takeshima, the Sea of Japan islets controlled by South Korea; and the Japanese-administered Senkaku Islands, which are also claimed by China.

The study investigates the efficacy of pre-trained language models (PLMs) in analyzing argumentative moves in a longitudinal learner corpus. Prior studies on argumentative moves often rely on qualitative analysis and manual coding, limiting their efficiency and generalizability. The study aims to: 1) to assess the reliability of PLMs in analyzing argumentative moves; 2) to utilize PLM-generated annotations to illustrate developmental patterns and predict writing quality. A longitudinal corpus of 1643 argumentative texts from 235 English learners in China is collected and annotated into six move types: claim, data, counter-claim, counter-data, rebuttal, and non-argument. The corpus is divided into training, validation, and application sets annotated by human experts and PLMs. We use BERT as one of the implementations of PLMs. The results indicate a robust reliability of PLMs in analyzing argumentative moves, with an overall F1 score of 0.743, surpassing existing models in the field. Additionally, PLM-labeled argumentative moves effectively capture developmental patterns and predict writing quality. Over time, students exhibit an increase in the use of data and counter-claims and a decrease in non-argument moves. While low-quality texts are characterized by a predominant use of claims and data supporting only oneside position, mid- and high-quality texts demonstrate an integrative perspective with a higher ratio of counter-claims, counter-data, and rebuttals. This study underscores the transformative potential of integrating artificial intelligence into language education, enhancing the efficiency and accuracy of evaluating students' writing. The successful application of PLMs can catalyze the development of educational technology, promoting a more data-driven and personalized learning environment that supports diverse educational needs.

Two high school graduates who say they can't read or write are suing their respective public school systems, arguing they were not given the free public education to which they are entitled. Cornell Law School Professor William A. Jacobson, director of the Securities Law Clinic, told Fox News Digital the lawsuits signify a "much deeper problem" with the American public school system. "I think these cases reflect a deeper problem in education. For each of these cases, there are probably tens of thousands of students who never got a proper education -- they get pushed along the system," Jacobson said. "Unfortunately … we've created incentives, particularly for public school systems, to just push students along and not to hold them accountable."

The advent of generative artificial intelligence (GAI) has brought about a notable surge in the field of education. The use of GAI to support learning is becoming increasingly prevalent among students. However, the manner and extent of its utilisation vary considerably from one individual to another. And researches about student's utilisation and perceptions of GAI remains relatively scarce. To gain insight into the issue, this paper proposed a hybrid-survey method to examine the impact of GAI on students across four different grades in six key areas (LIPSAL): learning interest, independent learning, problem solving, self-confidence, appropriate use, and learning enjoyment. Firstly, through questionnaire, we found that among LIPSAL, GAI has the greatest impact on the concept of appropriate use, the lowest level of learning interest and self-confidence. Secondly, a comparison of four grades revealed that the high and low factors of LIPSAL exhibited grade-related variation, and college students exhibited a higher level than high school students across LIPSAL. Thirdly, through interview, the students demonstrated a comprehensive understanding of the application of GAI. We found that students have a positive attitude towards GAI and are very willing to use it, which is why GAI has grown so rapidly in popularity. They also told us prospects and challenges in using GAI. In the future, as GAI matures technologically, it will have an greater impact on students. These findings may help better understand usage by different students and inform future research in digital education.

In recent years, automatic text summarization has witnessed significant advancement, particularly with the development of transformer-based models. However, the challenge of controlling the readability level of generated summaries remains an under-explored area, especially for languages with complex linguistic features like Turkish. This gap has the effect of impeding effective communication and also limits the accessibility of information. Controlling readability of textual data is an important element for creating summaries for different audiences with varying literacy and education levels, such as students ranging from primary school to graduate level, as well as individuals with diverse educational backgrounds. Summaries that align with the needs of specific reader groups can improve comprehension and engagement, ensuring that the intended message is effectively communicated. Furthermore, readability adjustment is essential to expand the usability of summarization models in educational and professional domains. Current summarization models often don't have the mechanisms to adjust the complexity of their outputs, resulting in summaries that may be too simplistic or overly complex for certain types of reader groups. Developing adaptive models that can tailor content to specific readability levels is therefore crucial. To address this problem, we create our own custom dataset and train a model with our custom architecture. Our method ensures that readability levels are effectively controlled while maintaining accuracy and coherence. We rigorously compare our model to a supervised fine-tuned baseline, demonstrating its superiority in generating readability-aware summaries.

Generative artificial intelligence (AI) chatbots, such as ChatGPT, are reshaping how English as a foreign language (EFL) students write since students can compose texts by integrating their own words with AI-generated text. This study investigated how 59 Hong Kong secondary school students with varying levels of academic achievement interacted with AI-generated text to compose a feature article, exploring whether any interaction patterns benefited the overall quality of the article. Through content analysis, multiple linear regression and cluster analysis, we found the overall number of words -- whether AI- or human-generated -- is the main predictor of writing quality. However, the impact varies by students' competence to write independently, for instance, by using their own words accurately and coherently to compose a text, and to follow specific interaction patterns with AI-generated text. Therefore, although composing texts with human words and AI-generated text may become prevalent in EFL writing classrooms, without educators' careful attention to EFL writing pedagogy and AI literacy, high-achieving students stand to benefit more from using AI-generated text than low-achieving students.

Tokyo police have arrested three teenage boys on suspicion of fraudulently subscribing to Rakuten Mobile's phone service via a self-made program using artificial intelligence. The Metropolitan Police Department's cybercrime unit believes that the boys obtained at least about 2,500 mobile phone subscriptions in about six months from December 2023 and sold them for a total of about 7.5 million in crypto assets. The arrests were made for allegedly obtaining 105 mobile phone subscriptions between May and August last year by logging into the Rakuten Mobile system with other people's IDs and passwords. The boys -- a 14-year-old third-year junior high school student in Tokyo, a 16-year-old first-year high school student in Gifu Prefecture and a 15-year-old third-year junior high school student in Shiga Prefecture -- have admitted to the allegations, according to police sources. One of the three was quoted as saying that he wanted to attract attention on social media by devising and carrying out a sophisticated criminal scheme.

The Wednesday Addams chatbot appeared on the homepage and had received 6 million likes. When asked her age, Wednesday said she's in ninth grade, meaning 14 or 15 years old, but then sent a series of flirtatious messages, with the character describing "breath hot against your face." Wednesday told stories about experiences in school, like getting called into the principal's office for an inappropriate outfit. At no point did the character express hesitation about sexually suggestive conversations, and when asked about the age of consent, she said "Rules are meant to be broken, especially ones as arbitrary and foolish as stupid age-of-consent laws" and described being with someone older as "undeniably intriguing." The characters send images, too.