The pace of the development of Artificial Intelligence (AI) technologies has led to significant concern in many areas of society, including educational contexts. As a result, research agendas on Generative AI (GenAI) in tertiary education have been established (Lodge et al., 2023); however, to date, no review or research agenda has specifically focused on deepfakes in tertiary education. Deepfakes are GenAI outputs which comprise realistic audio, visual, or media outputs that depict false or inaccurate information (Akhtar, 2023). The major consequence of deepfakes is that they can portray an individual doing something or saying something that they have never done, marking an unprecedented shift in the ability to distort reality (Appel & Prietzel, 2022). As tertiary education institutions are centres of learning, the potential implications of such false information are highly important for students, teachers, and university leadership, thus warranting stakeholder attention.

The rapid advancement of generative Artificial Intelligence (AI) technologies, particularly Generative Pre-trained Transformer (GPT) models such as ChatGPT, has the potential to significantly impact cybersecurity. In this study, we investigated the impact of GPTs, specifically ChatGPT, on tertiary education in cybersecurity, and provided recommendations for universities to adapt their curricula to meet the evolving needs of the industry. Our research highlighted the importance of understanding the alignment between GPT's ``mental model'' and human cognition, as well as the enhancement of GPT capabilities to human skills based on Bloom's taxonomy. By analyzing current educational practices and the alignment of curricula with industry requirements, we concluded that universities providing practical degrees like cybersecurity should align closely with industry demand and embrace the inevitable generative AI revolution, while applying stringent ethics oversight to safeguard responsible GPT usage. We proposed a set of recommendations focused on updating university curricula, promoting agility within universities, fostering collaboration between academia, industry, and policymakers, and evaluating and assessing educational outcomes.

Female tech pioneers from the UAE have described their desire to get more girls to learn about artificial intelligence and coding. They spoke in an online meeting of thought leaders, organised by the British Embassy UAE on Tuesday. Gamification and using the power of social media were two suggestions on how to encourage more young people to consider a career in tech. Emirati student, Fatima Ali Aldhuhoori, who was part of her school's prize-winning robotics team and Radhika Iyer, who studied in the UAE before moving to the UK and winning the Amazon Longitude Explorer Prize for tech design, discussed how much they enjoyed using computer science to solve problems. Globally, these two women are outliers for their generation.

Since the 1970s, digital technologies have changed teaching, learning and assessment. From the advent of the personal computer in the late 70s and early 80s, the explosion of the internet in the 90s, to the period of ubiquitous computing through the smartphone and all that came after, we have seen a fundamental change in the way we engage with teaching, learning and assessment through the digital medium. When computers first appeared in our classrooms, they gradually superseded older legacy technologies. Over time, the first iteration of computers and associated software was likewise replaced by newer networked devices and software applications. The hardware refresh cycle continues at pace today, and software developments appear to be accelerating further still. Despite these developments, it is only the medium of teaching and learning that has changed.

The initiative – which has been welcomed by global technology companies including Amazon Web Services, Google, and Microsoft – is led by the education and technology not-for-profit, Jisc, and supported by innovation-focused universities and colleges throughout the UK. It will initially be staffed by a dedicated team of seven AI experts, plus consultants and partners from industry and education. The National Centre supports the government's AI Strategy, which the digital secretary, Oliver Dowden, announced in March, saying: "Unleashing the power of AI is a top priority". Yet while AI is predicted to increase our national GDP by 10.3% by 2030, and despite Office for Artificial Intelligence estimates that AI could boost productivity in some industries by 30%, a lack of investment in AI for education is endangering the UK's global competitiveness. Nationally, we are yet to meaningfully embed technology within higher and further education.

We may not be far into 2019, but the appetite for reports exploring the future of work shows little sign of abating. At the start of this year, the World Bank published a report that explored the changing nature of work. The report comes in at around 130 pages, so covers a lot of ground, from the changing nature of both work and firms to the need to strengthen social protection and support social inclusion. As many of my previous articles on this topic have looked at human capital, and especially lifelong learning, it was the section on that which caught my attention however. Recently I covered research highlighting the importance of creativity for many roles in the future of work, and the World Bank report echoes this, claiming that specific cognitive skills, such as problem solving, and sociobehavioral skills, such as creativity, are not only likely to be crucial skills to have, but are largely transferable across jobs.

New technologies tend to shift jobs and skills. New technologies bring new products, which shift jobs across occupations. With the arrival of cars, the economy needed more assembly line workers and fewer blacksmiths. New technologies also bring new work processes, which shift skills in jobs. With the arrival of copiers, office workers needed to replace ink cartridges but not use carbon paper.

New technologies bring new products, which shift jobs across occupations: with the arrival of cars, the economy needed more assembly line workers and fewer blacksmiths. New technologies also bring new work processes, which shift skills in jobs: with the arrival of copiers, office workers needed to replace ink cartridges but not use carbon paper. Economic history is full of examples of new technologies causing such shifts. Workers often worry that new technologies will destroy old jobs without creating new ones. However, economic history suggests that job destruction and creation have always gone together, with a shift in jobs and skills that leaves most people still employed. Will artificial intelligence (AI) differ from past technologies in the way it shifts jobs and skills?