Go to a small liberal-arts college if you can. I n the waning heat of last summer, freshly back in my office at a major research university, I found myself considering the higher-education hellscape that had lately descended upon the nation. I'd spent months reporting on the Trump administration's attacks on universities for, speaking with dozens of administrators, faculty, and students about the billions of dollars in cuts to public funding for research and the resulting collapse of " college life ."At Initially, I surveyed the situation from the safe distance of a journalist who happens to also be a career professor and university administrator. I saw myself as an envoy between America's college campuses and its citizens, telling the stories of the people whose lives had been shattered by these transformations. By the summer, though, that safe distance had collapsed back on me.

Lego also recognized that it had to build a course that'll work regardless of a teacher's fluency in such subjects. So a big part of developing the course was making sure that teachers had the tools they needed to be on top of whatever lessons they're working on. "When we design and we test the products, we're not the ones testing in the classroom," Silwinski said. "We give it to a teacher and we provide all of the lesson materials, all of the training, all of the notes, all the presentation materials, everything that they need to be able to teach the lesson." Lego also took into account the fact that some schools might introduce its students to these things starting in Kindergarten, whereas others might skip to the grade 3-5 or 6-8 sets.

In March 2025, the Association for the Advancement of Artificial Intelligence (AAAI), published a report on the Future of AI Research . The report, which was led by outgoing AAAI President Francesca Rossi covers 17 different AI topics and aims to clearly identify the trajectory of AI research in a structured way. As part of this project, members of the report team are taking part in a series of video panel discussions covering selected chapters from the report. In the first panel, the AI experts tackled the considerations around artificial general intelligence (AGI) development. AIhub is dedicated to free high-quality information about AI.

Hosted by Ben Byford, The Machine Ethics Podcast brings together interviews with academics, authors, business leaders, designers and engineers on the subject of autonomous algorithms, artificial intelligence, machine learning, and technology's impact on society. Named one of the world's top 100 voices shaping the future of AI, Tim El-Sheikh is a biomedical scientist and ex-pro athlete turned serial deeptech, AI and social entrepreneur since 2001 and is one of the pioneering, first-generation AI founders at London's Silicon Roundabout. Find more from Tim at the CEO Retort . This podcast was created and is run by Ben Byford and collaborators. The podcast, and other content was first created to extend Ben's growing interest in both the AI domain and in the associated ethics.

AI has entered the classroom - but is it the solution for overworked teachers? Schools across the UK are trialling the use of deepfake teachers and even employing remote staff to deliver lessons hundreds of miles away from the classroom. It comes as the use of AI is becoming increasingly prevalent in schools. The government says AI has the power to transform education, and improve teacher workload, particularly around admin for teachers. The BBC has spoken to teachers, school leaders and unions who seem divided on what the future of the UK's classrooms should look like.

We asked teachers about their experiences with AI in the classroom -- here's what they said Since ChatGPT and other large language models burst into public consciousness, school boards are drafting policies, universities are hosting symposiums and tech companies are relentlessly promoting their latest AI-powered learning tools . In the race to modernize education, artificial intelligence (AI) has become the new darling of policy innovation. While AI promises efficiency and personalization, it also introduces complexity, ethical dilemmas and new demands . Teachers, who are at the heart of learning along with students, are watching this transformation with growing unease. For example, according to the Alberta Teachers' Association, 80 to 90 per cent of educators surveyed expressed concern about AI's potential negative effects on education.

Data Driven Classroom Interviews (DDCIs) are an interviewing technique that is facilitated by recent technological developments in the learning analytics community. DDCIs are short, targeted interviews that allow researchers to contextualize students' interactions with a digital learning environment (e.g., intelligent tutoring systems or educational games) while minimizing the amount of time that the researcher interrupts that learning experience, and focusing researcher time on the events they most want to focus on DDCIs are facilitated by a research tool called the Quick Red Fox (QRF)--an open-source server-client Android app that optimizes researcher time by directing interviewers to users that have just displayed an interesting behavior (previously defined by the research team). QRF integrates with existing student modeling technologies (e.g., behavior-sensing, affect-sensing, detection of self-regulated learning) to alert researchers to key moments in a learner's experience. This manual documents the tech while providing training on the processes involved in developing triggers and interview techniques; it also suggests methods of analyses.

This is a story about a classroom. The kids in the classroom are all waiting in line to get a snack from their teacher. What are the kids having for snack?

Educational dialogue -- the collaborative exchange of ideas through talk -- is widely recognized as a catalyst for deeper learning and critical thinking in and across contexts. At the same time, artificial intelligence (AI) has rapidly emerged as a powerful force in education, with the potential to address major challenges, personalize learning, and innovate teaching practices. However, these advances come with significant risks: rapid AI development can undermine human agency, exacerbate inequities, and outpace our capacity to guide its use with sound policy. Human learning presupposes cognitive efforts and social interaction (dialogues). In response to this evolving landscape, an international workshop titled "Educational Dialogue: Moving Thinking Forward" convened 19 leading researchers from 11 countries in Cambridge (September 1-3, 2025) to examine the intersection of AI and educational dialogue. This AI-focused strand of the workshop centered on three critical questions: (1) When is AI truly useful in education, and when might it merely replace human effort at the expense of learning? (2) Under what conditions can AI use lead to better dialogic teaching and learning? (3) Does the AI-human partnership risk outpacing and displacing human educational work, and what are the implications? These questions framed two days of presentations and structured dialogue among participants.