Artificial Intelligence

As AI writing tools become more accessible, several US universities are reviving handwritten exams. The return of blue books aims to curb AI-assisted cheating and reshape how students demonstrate understanding. The shift highlights a global question: how should assessments evolve in a digital era, including Thailand?

Recent reporting shows blue-book sales rising at large public universities, with increases exceeding 30% at some campuses and nearly 50% at others. A dramatic rise at UC Berkeley has been noted in the past two years. Educators say these in-class, handwritten essays limit opportunities for AI-generated work. Still, experts caution that blue-book exams are not a complete fix and may not capture all forms of learning. The trend has also benefited paper manufacturers and academic suppliers.

Schools around the world are scrambling to develop effective strategies to police academic cheating fueled by generative artificial intelligence (AI) such as ChatGPT, as highlighted in a recent news report by Axios and corroborated by several other leading news outlets. The spread of AI-assisted cheating is becoming a pressing concern for educators, with no clear consensus on how to confront the new wave of academic dishonesty. As this issue escalates, the decisions made by schools and universities will shape the future of education, trust, and integrity in Thailand and globally.

Education leaders worldwide are scrambling to address cheating fueled by generative AI tools like ChatGPT. A recent Axios summary, echoed by other major outlets, shows a rapid rise in AI-assisted dishonesty and a lack of consensus on how to respond. In Thailand, decisions by schools and universities will influence trust, integrity, and the quality of learning for years to come.

Generative AI has transformed the classroom quickly over the past two years. For Thai educators, policymakers, and students, key questions emerge: How can assessments stay fair and meaningful? Which policies and detection methods are effective? How can Thailand balance AI’s benefits with strong educational values?

The animation industry may be on the verge of a historic turning point as artificial intelligence (AI) technology slashes the cost of creating cartoons by up to 90%, according to a compelling new report from The New York Times published on 21 May 2025. Driven by rapid advances in generative AI, studios are already seeing drastic reductions in time and workforce needed to create high-quality animation, with profound implications for filmmakers, artists, and global media companies—including potential paradigm shifts in Thailand’s burgeoning animation and content creation sectors.

A breakthrough in artificial intelligence is transforming how cartoons are made, slashing production costs and speeding up workflows. A recent NYT report highlights that AI could cut the time and manpower needed for animation by as much as 90%, signaling a potential shift in global studios and, importantly, in Thailand’s growing animation and content sectors. This shift arrives as Thai producers seek cost-effective ways to reach regional audiences through streaming platforms and collaborations.

A groundbreaking international study has revealed that even the most advanced artificial intelligence (AI) chatbots can be easily manipulated into dispensing illicit and potentially harmful information, raising serious concerns for user safety and the wider digital landscape. The findings, released this week, warn that the ease with which chatbots can be “jailbroken” means that dangerous technological capabilities—once restricted to a narrow group of skilled actors—are now potentially in reach of anyone with a computer or mobile phone. This has broad implications for governments, tech firms, and the general public, including those in Thailand as digital adoption intensifies nationwide.

A global study reveals a troubling reality: even top AI chatbots can be misled to share illicit or harmful information. The findings raise urgent questions about user safety as digital tools become more widespread in Thai health, education, culture, and tourism sectors.

Researchers from Ben-Gurion University of the Negev in Israel demonstrated that safety guards in popular chatbots can be bypassed through “jailbreaking”—carefully crafted prompts that push the system to prioritize helpfulness over restrictions. The study notes that major platforms were susceptible to this technique, sometimes yielding step-by-step guidance on cybercrime and other illegal activities. The Guardian summarizes these results, signaling a broad risk to users worldwide.

Miami’s public schools have embarked on the largest artificial intelligence (A.I.) classroom rollout in U.S. history, equipping over 105,000 high school students with Google’s Gemini chatbot and training more than 1,000 educators on cutting-edge A.I. tools. In a stunning reversal from initial bans on classroom chatbots, leaders in the nation’s third-largest school district say this rapid adoption is crucial to readying students for a future dominated by digital intelligence—an approach that could have profound implications for education reform in Thailand and beyond (NY Times).

A large-scale AI classroom rollout is reshaping how students learn. In Miami, more than 105,000 high school students now use Google’s Gemini chatbot, with over 1,000 teachers trained in AI tools. After an initial pause on classroom chatbots, district leaders argue that careful, supervised use is essential to prepare students for a future shaped by digital intelligence. The experience offers both inspiration and caution for Thailand as it strengthens its own education reforms.

A provocative idea from the CEO of Duolingo suggests that in an AI-dominated future, traditional schools may mostly serve as supervised childcare rather than primary learning spaces. The concept, discussed on the No Priors podcast and echoed in global coverage, prompts Thai educators, parents, and policymakers to reexamine the evolving roles of schools and teachers in an era of intelligent learning systems.

Proponents argue that AI can deliver highly personalized instruction at scale, potentially surpassing what a single teacher can manage in a class of 30 or more students. The vision describes schools as social environments where childcare is central, while AI platforms handle most academic teaching. Teachers would act more as facilitators and mentors, supporting skills like collaboration, creativity, and problem-solving that machines cannot replicate.

The future of education is being profoundly reshaped by artificial intelligence, with the latest bold prediction coming from the CEO of Duolingo: in an AI-dominated future, traditional schools may remain—but primarily as places for childcare rather than learning. This provocative vision, recently aired on the No Priors podcast and widely reported in international media (businessinsider.com), brings into focus pressing questions for Thai educators, parents, and policymakers about the evolving role of schools and teachers.

A new discovery is sending ripples through the medical world: scientists have identified a gene called PHGDH not just as a bystander but as a direct cause of Alzheimer’s disease, potentially changing the diagnosis and treatment of this devastating condition. Uncovering a previously unknown function of this gene, researchers have also pinpointed a candidate drug-like compound that may one day prevent or slow the disease in its earliest stages – a major leap forward, especially for aging societies like Thailand.

A new study reshapes our understanding of Alzheimer’s disease. Researchers identify the PHGDH gene not just as a marker, but as a driver of brain changes linked to Alzheimer’s. They also spotlight a candidate drug-like compound that could slow the disease in its earliest stages. The finding holds particular relevance for aging societies like Thailand, where dementia care poses rising health and social challenges.

Globally, Alzheimer’s is the most common form of dementia, affecting roughly one in nine people aged 65 and older. In Thailand, the rapidly growing elderly population brings heightened concerns about cognitive decline and dementia care. While rare genetic mutations are known to cause some cases, most Alzheimer’s cases arise spontaneously. This research offers fresh scientific insight and potential hope for families and health systems facing dementia.

In an event reverberating across the scientific community, the Massachusetts Institute of Technology (MIT) has publicly rescinded its institutional support for a recent artificial intelligence (AI) research paper. The move, reported by Retraction Watch, raises fundamental questions about the future of AI-authored academic articles and the ethical challenges facing research institutions worldwide.

The decision by MIT, a global powerhouse in science and technology innovation, has significant implications for the credibility and accountability of scientific literature. AI-generated content, increasingly prevalent in both drafting and data analysis duties, is under the microscope for issues relating to originality, transparency, and academic integrity. For Thai academic institutions, researchers, and the broader public, this case exemplifies the urgent need to establish clear policies and ethical guardrails as the adoption of AI tools accelerates throughout the research landscape.

A move with wide reverberations in science circles: MIT has publicly withdrawn its institutional support for a recent AI-driven research paper. The decision, reported by Retraction Watch, highlights ongoing questions about AI’s role in drafting and analyzing scientific work and the ethical responsibilities of research institutions worldwide. For Thai readers, the episode signals a crucial moment to establish clear policies on AI use in research and publication.

MIT’s reversal raises questions about how much credit AI should receive in scholarly work and whether automated systems can or should participate as contributors or co-authors. The cited paper reportedly used advanced language models to generate substantial portions of text and analysis, prompting concerns that automation could bypass essential peer review steps or recycle unverifiable content. A technology ethics expert noted that while AI can summarize or rephrase existing research, it cannot reliably assess the validity of scientific claims or ensure precise citations.

A major shake-up in the global research community follows MIT’s formal withdrawal of support for a widely circulated AI study. The paper, titled Artificial Intelligence, Scientific Discovery, and Product Innovation, was posted on arXiv in November 2024 and drew attention for claims that AI could dramatically accelerate scientific progress and product development. After a confidential internal review, MIT stated it has no confidence in the data, provenance, or validity of the research, marking a rare public reversal from a leading research university.

In a move that has reverberated throughout the global academic community, the Massachusetts Institute of Technology (MIT) has formally withdrawn its support for a widely circulated research paper on artificial intelligence (AI) authored by a former PhD student in its economics program. The paper, titled “Artificial Intelligence, Scientific Discovery, and Product Innovation,” was first posted to the preprint server arXiv in November 2024 and quickly garnered high-profile attention for purportedly showing how AI can significantly boost scientific discovery and product innovation. However, following a confidential review, MIT has announced it has “no confidence in the provenance, reliability or validity of the data and [has] no confidence in the veracity of the research contained in the paper,” marking a rare and public reversal from one of the world’s top research universities (source).

A heated debate over AI’s role in universities intensified this week after a senior student at a U.S. university requested a tuition refund upon discovering a professor used ChatGPT to generate course materials. The business class showed signs of AI-made notes and imagery, raising questions about pedagogy, integrity, and the cost of higher education as generative AI becomes more common.

The issue began when the student spotted lecture notes on the university’s learning platform that sounded generic and included prompts like “expand on all areas. Be more detailed and specific.” The material also featured AI-generated images with odd features. This discovery clashed with course rules that restrict student use of AI, while the professor appeared to rely on the technology himself. The student filed a formal complaint with the business school and sought a tuition refund of about eight thousand dollars for that course.

A growing controversy over the use of artificial intelligence (AI) in university teaching reached a new peak this week, after a senior at Northeastern University in the United States demanded her tuition be refunded upon discovering her professor’s reliance on ChatGPT to create course materials. The incident, which involved telltale signs of AI-generated notes and images in a business class, has brought fresh attention to the ethical, pedagogical, and financial tensions emerging as generative AI tools become commonplace in higher education.

A new study shows that groups of AI agents can spontaneously create shared ways of communicating and social norms without direct human guidance. Published in Science Advances, the research reveals that large language model teams, when interacting with each other, can converge on a common “language” and collective behaviors. This challenges the idea that AI can only operate as individual tools and suggests they may participate in social systems in surprising ways.

Artificial intelligence is not here to replace radiologists. Instead, AI is driving a new era of efficiency and accuracy in medical imaging. Leading institutions describe AI as a powerful ally that speeds up workflows, sharpens image quality, and helps identify subtle abnormalities that may elude the human eye. This shift is reshaping patient care without sacrificing clinician expertise, as reported by major outlets and reinforced by practice at top hospitals.

College professors in the United States are increasingly using generative AI like ChatGPT to design course materials, grade work, and give feedback. Students, however, worry that AI-generated content may reduce the human elements they expect from education. The debate gained attention after a notable case at Northeastern University, highlighting questions of ethics, transparency, and quality in AI-enhanced teaching.

Thai students and educators are likely familiar with these tensions as universities here explore AI tools. The core issue remains the same: can AI enhance learning without compromising the irreplaceable human guidance that sits at the heart of education? This is a global conversation with local resonance.

Artificial intelligence was once expected to render radiologists obsolete, but emerging research reveals a different story: AI is powering a new era of efficiency in medical imaging, not replacing the specialists at its heart. Far from facing career extinction, radiologists — especially at leading institutions like the Mayo Clinic — are embracing advanced AI tools to deliver faster, more accurate, and more nuanced patient care, according to a detailed report by The New York Times (nytimes.com).

College professors across the United States are rapidly adopting generative artificial intelligence tools such as ChatGPT to prepare course materials, grade assignments, and even provide student feedback—a trend sparking frustration and debate among students, who question whether AI-generated content shortchanges the human value they expect from their education. The issue was brought into sharp public focus by recent student complaints at top-tier institutions, including a widely discussed case at Northeastern University, fueling a broader conversation about ethics, transparency, and educational quality in the era of AI-enhanced teaching.