As Artificial Intelligence (AI) is increasingly promoted and used in qualitative research, it also raises profound methodological issues. This position paper critically interrogates the role of generative AI (genAI) in the context of qualitative coding methodologies. Despite widespread hype and claims of efficiency, we propose that genAI is not methodologically valid within qualitative inquiries, and its use risks undermining the robustness and trustworthiness of qualitative research. The lack of meaningful documentation, commercial opacity, and the inherent tendencies of genAI systems to produce incorrect outputs all contribute to weakening methodological rigor. Overall, the balance between risk and benefits does not support the use of genAI in qualitative research, and our position paper cautions researchers to put sound methodology before technological novelty.

Tokyo police plan to introduce a system that uses generative artificial intelligence to automatically transcribe consultation audio and generate summaries so they can more swiftly respond to stalking cases that may escalate into serious crimes. The Metropolitan Police Department plans to create a system to document consultations using generative artificial intelligence to swiftly respond to stalking cases that may escalate into serious crimes, sources said Wednesday. The MPD also plans to deploy autonomous drones to quickly assess the extent of damage in the event of a disaster. The police department included related expenses in its budget request for the next fiscal year. As the police deal with a large number of consultations on a daily basis, it takes time to sort through them and create corresponding documents.

The 2020s have been witnessing a very significant advance in the development of generative artificial intelligence tools, including text generation systems based on large language models. These tools have been increasingly used to generate texts in the most diverse domains -- from technical texts to literary texts --, which might eventually lead to a lower volume of written text production by humans. This article discusses the possibility of a future in which human beings will have lost or significantly decreased their ability to write due to the outsourcing of this activity to machines. This possibility parallels the loss of the ability to write in other moments of human history, such as during the so-called Greek Dark Ages (approx. 1200 BCE - 800 BCE).

This paper examines the impact of Generative Artificial Intelligence (GenAI) on scientific practices, conducting a qualitative review of selected literature to explore its applications, benefits, and challenges. The review draws on the OpenAlex publication database, using a Boolean search approach to identify scientific literature related to GenAI (including large language models and ChatGPT). Thirty-nine highly cited papers and commentaries are reviewed and qualitatively coded. Results are categorized by GenAI applications in science, scientific writing, medical practice, and education and training. The analysis finds that while there is a rapid adoption of GenAI in science and science practice, its long-term implications remain unclear, with ongoing uncertainties about its use and governance. The study provides early insights into GenAI's growing role in science and identifies questions for future research in this evolving field.

This week in tech news, Elon Musk and Donald Trump are back at it, warring over the passage of the president's sweeping tax bill and the Tesla CEO's threat to create a third political party. Whether the richest person in the world is successful in those efforts will largely depend on the recruitment of another star politician. In other news, we want to know if you use generative artificial intelligence to write your personal messages – in what circumstances, and how often? Email tech.editorial@theguardian.com to let us know. Elon Musk and Donald Trump have reignited their feud after the passage of the president's sweeping tax bill on 3 July.

This paper presents a new educational framework for integrating generative artificial intelligence (GenAI) platforms such as ChatGPT, Claude, and Gemini into laboratory activities aimed at developing critical thinking and digital literacy among undergraduate students. Recognizing the limitations and risks of uncritical reliance on large language models (LLMs), the proposed pedagogical model reframes GenAI as a research subject and cognitive tool. Students formulate discipline-specific prompts and evaluate GenAI-generated responses in text, image, and video modalities. A pilot implementation in a general astronomy course for non-science majors demonstrated high levels of engagement and critical reflection, with many students continuing the activity after class and presenting results at a research symposium. The results highlight the importance of structured AI interactions in education and suggest that GenAI can improve learning outcomes when combined with reflective assessment methods. The study proposes a replicable model for interdisciplinary AI-integrated lab work, adaptable to scientific disciplines. See the guide to learning activities based on Generative-Ai platforms: https://doi.org/10.5281/zenodo.15555802

Generative Artificial Intelligence (GenAI) and Large Language Models (LLMs) are recognized to have significant effects on industry and business dynamics, not least because of their impact on the preconditions for entrepreneurship. There is still a lack of knowledge of GenAI as a theme in entrepreneurship research. This paper presents a systematic literature review aimed at identifying and analyzing the evolving landscape of research on the effects of GenAI on entrepreneurship. We analyze 83 peer-reviewed articles obtained from leading academic databases: Web of Science and Scopus. Using natural language processing and unsupervised machine learning techniques with TF-IDF vectorization, Principal Component Analysis (PCA), and hierarchical clustering, five major thematic clusters are identified: (1) Digital Transformation and Behavioral Models, (2) GenAI-Enhanced Education and Learning Systems, (3) Sustainable Innovation and Strategic AI Impact, (4) Business Models and Market Trends, and (5) Data-Driven Technological Trends in Entrepreneurship. Based on the review, we discuss future research directions, gaps in the current literature, as well as ethical concerns raised in the literature. We highlight the need for more macro-level research on GenAI and LLMs as external enablers for entrepreneurship and for research on effective regulatory frameworks that facilitate business experimentation, innovation, and further technology development.

Given the growing use of generative artificial intelligence as a tool for creating multilingual content and bypassing both machine and traditional translation methods, this study explores the ability of linguistically trained individuals to discern machine-generated output from human-written text (HT). After brief training sessions on the textual anomalies typically found in synthetic text (ST), twenty-three postgraduate translation students analysed excerpts of Italian prose and assigned likelihood scores to indicate whether they believed they were human-written or AI-generated (ChatGPT-4o). The results show that, on average, the students struggled to distinguish between HT and ST, with only two participants achieving notable accuracy. Closer analysis revealed that the students often identified the same textual anomalies in both HT and ST, although features such as low burstiness and self-contradiction were more frequently associated with ST. These findings suggest the need for improvements in the preparatory training. Moreover, the study raises questions about the necessity of editing synthetic text to make it sound more human-like and recommends further research to determine whether AI-generated text is already sufficiently natural-sounding not to require further refinement.

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.

The emergence of generative artificial intelligence (GenAI), comprising large language models, text-to-image generators, and AI algorithms for medical drug and material design, had a transformative impact on society. However, despite an initial exponential growth surpassing Moore's law, progress is now plateauing, suggesting we are approaching the limits of current technology. Indeed, these models are notoriously data-hungry, prone to overfitting, and challenging to direct during the generative process, hampering their effective professional employment. To cope with these limitations, we propose a paradigm shift in GenAI by introducing an ab initio method based on the minimal maximum entropy principle. Our approach does not fit the data. Instead, it compresses information in the training set by finding a latent representation parameterized by arbitrary nonlinear functions, such as neural networks. The result is a general physics-driven model, which is data-efficient, resistant to overfitting, and flexible, permitting to control and influence the generative process. Benchmarking shows that our method outperforms variational autoencoders (VAEs) with similar neural architectures, particularly on undersampled datasets. We demonstrate the methods effectiveness in generating images, even with limited training data, and its unprecedented capability to customize the generation process a posteriori without the need of any fine-tuning or retraining.