Computer Science

A sweeping new analysis of more than 1.1 million scientific papers and preprints finds that the use of large language models (LLMs) to write or edit manuscripts rose sharply after the launch of ChatGPT in late 2022, with roughly 22.5% of computer science abstracts showing statistical signs of LLM modification by September 2024. The study applied a word‑frequency model trained to detect subtle linguistic fingerprints left by AI tools, and it uncovered fast-growing use across many fields — a trend that poses practical questions for research integrity, peer review and academic practice in Thailand as research institutions and journals grapple with both the promise and the pitfalls of generative AI.

Job-seekers are sending far more applications than a year ago and still finding doors closed, with even master’s degree holders applying to 32–60 roles per month and many fresh graduates unable to land a first job. New data from an employment platform and recent industry studies point to a painful squeeze driven by AI-driven role disruption, “ghost” job postings, and an oversupplied pipeline of credentialed workers — trends that have implications for Thailand’s universities, employers and families who still place high cultural value on degrees. The emerging picture is one of growing mismatch between education and available work, eroding faith in higher education as a reliable route to economic security (Fortune: Degrees used to open doors—now even grads with master’s degrees are sending 60 job applications a month to no luck).

A wave of displacements in the U.S. tech sector — driven by mass layoffs and the rapid adoption of A.I. coding tools — has left many recent computer science graduates without the high-paying offers that once seemed guaranteed. New reporting shows students who trained for six-figure software jobs are now applying for service-sector work, while universities and employers scramble to redefine the skills young people need. The shift has immediate lessons for Thailand’s education planners, employers and graduates as Bangkok and provincial colleges expand computing programmes amid a national push to develop an A.I.-ready workforce (The New York Times).

Job-seekers across America are flooding employers with unprecedented numbers of applications yet finding themselves systematically excluded from opportunities, with even master’s degree holders submitting 32-60 applications monthly while fresh graduates struggle to secure their first positions. Comprehensive data from major employment platforms and industry research reveals a profound disruption driven by AI-powered job displacement, deceptive “ghost” job postings, and an oversaturated pipeline of credentialed workers competing for diminishing opportunities.

This employment crisis carries urgent implications for Thailand’s universities, employers, and families who have traditionally viewed higher education as a reliable pathway to middle-class prosperity. The emerging pattern suggests a fundamental mismatch between educational preparation and available work, systematically eroding public confidence in higher education as a vehicle for economic mobility and social advancement.

The golden promise of computer science education—guaranteed six-figure salaries upon graduation—has crumbled across American universities, sending shockwaves through Thailand’s rapidly expanding tech education sector. Mass layoffs at major technology companies, combined with artificial intelligence tools that can now write complex code in seconds, have fundamentally altered the employment landscape for new graduates who once commanded premium starting salaries.

Recent investigative reporting reveals a stark reality: computer science students who invested years preparing for lucrative software development careers now find themselves competing for service industry positions, while university career centers struggle to place graduates in their chosen fields. This dramatic shift carries profound implications for Thailand’s educational infrastructure, where government initiatives and private institutions have heavily promoted coding bootcamps and computer science programs as pathways to economic mobility.

Recent graduates in computer science face an unprecedented employment crisis as artificial intelligence tools and widespread technology layoffs fundamentally reshape entry-level hiring practices across the industry. Comprehensive research by The New York Times, supported by Federal Reserve Bank of New York labor data and Computing Research Association enrollment statistics, reveals that unemployment among recent computing graduates has reached concerning levels while undergraduate degree production has surged. This collision between expanded supply and contracted demand, accelerated by generative AI coding assistants and mass technology sector layoffs, disrupts traditional pathways from computer science education to software engineering careers.

Recent research and reporting show a sudden and painful reversal for many young computer science graduates who entered university during the tech boom only to find an A.I.‑reshaped labour market that no longer guarantees a fast track to high‑paying engineering jobs. A New York Times investigation, supported by new labour data from the Federal Reserve Bank of New York and enrollment figures from the Computing Research Association, documents that unemployment among recent computing graduates has risen, that undergraduate production has surged even as entry‑level hiring contracts, and that generative A.I. coding tools together with widespread tech layoffs are disrupting the traditional path from degree to software job (New York Times; New York Fed; CRA Taulbee Survey). The change matters for Thai students, universities and policymakers as Thailand pushes an ambitious national A.I. plan while preparing the next generation of digital workers.

Recent research from the University of California San Diego and University of Wisconsin–Madison reveals critical insights about public expectations for algorithmic decision-making in high-stakes contexts. The study, presented at the 2025 ACM CHI conference, explored how ordinary people react when multiple high-accuracy machine learning models reach different conclusions for identical applications. The findings challenge both current industry practices and academic assumptions about fair automated decision-making, with direct implications for Thailand’s rapidly expanding use of AI systems in financial services, employment, and government programs.

A new study by computer scientists at the University of California San Diego and the University of Wisconsin–Madison warns that relying on a single “best” machine learning (ML) model for high‑stakes decisions — from loan approvals to hiring — can undermine perceived fairness, and that ordinary people prefer human arbitration when equally good models disagree. The research, presented at the 2025 ACM CHI conference, explored how lay stakeholders react when multiple high‑accuracy models reach different conclusions for the same applicant and found strong resistance to both single‑model arbitrariness and to solutions that simply randomize outcomes; instead participants favored wider model searches, transparency and human decision‑making to resolve disagreements UC San Diego report and the authors’ paper Perceptions of the Fairness Impacts of Multiplicity in Machine Learning (CHI 2025) presents the detailed results and recommendations.

Groundbreaking research reveals unprecedented artificial intelligence penetration in scientific publication processes, with ChatGPT and advanced large language models fundamentally altering academic communication across global research communities. Nature Human Behaviour published definitive evidence on August 5, 2025, documenting how generative AI systems increasingly influence scholarly writing, particularly within computer science disciplines that reshape international research landscapes. According to Phys.org reporting, this technological transformation generates simultaneous excitement and apprehension among researchers worldwide, creating urgent questions about academic integrity, creative authenticity, and equitable access to AI-powered writing assistance.

A recent comprehensive study has revealed a dramatic uptick in the use of ChatGPT and similar large language models (LLMs) in drafting scientific papers, especially in the field of computer science—a trend that is rapidly reshaping how academic research is communicated worldwide. The findings, published in Nature Human Behaviour on August 5, 2025, offer the clearest evidence yet that generative artificial intelligence has begun to play a pivotal role in scientific writing, prompting both excitement and concern across the global research community (Phys.org).

A new report reveals that half of high schools in New York’s Capital Region do not offer any computer science courses, sparking concern among educators, policymakers, and technology experts about whether students are being adequately prepared for an artificial intelligence-driven future. The findings, published by the Center for an Urban Future, highlight a pervasive gap in foundational technology education just as computational literacy becomes an increasingly essential skill for navigating tomorrow’s job market (Times Union).

In Bangkok’s gleaming technology districts and Thailand’s remote rural villages, a critical educational divide threatens the nation’s digital ambitions. Recent analysis of global education patterns reveals that vast numbers of schools worldwide—including half of all high schools in developed regions—fail to offer basic computer science instruction, leaving millions of students unprepared for an economy increasingly dominated by artificial intelligence and digital automation.

The Center for an Urban Future’s comprehensive report on New York State education exposes a troubling reality that mirrors challenges across Southeast Asia. Despite government rhetoric about digital transformation and Thailand 4.0 initiatives, foundational computational skills remain absent from most Thai classrooms. This educational gap threatens to create a generation of digital consumers rather than digital creators, potentially undermining Thailand’s ambitious plans to become a regional technology hub.

Thailand’s students and educators grapple with a fundamental question as artificial intelligence transforms software development: Do traditional computer science degrees retain their value when AI tools can generate code automatically? Recent statements from OpenAI’s leadership provide decisive clarity on this debate, emphasizing that formal computer science education becomes more crucial, not less relevant, as AI reshapes the technology landscape. These insights carry particular significance for Thailand’s digital economy ambitions and the thousands of students considering technology careers in an AI-dominated future.

As artificial intelligence reshapes industries around the world, many students and parents in Thailand and beyond wonder if traditional computer science (CS) degrees remain relevant. Recent remarks by the chairman of OpenAI, one of the leading players in the global AI revolution, offer a reassuring perspective: formal computer science education is still crucial—even as AI tools increasingly automate much of the coding process (Business Insider).

The debate centers on a major change in the way software is built. AI-assisted coding tools such as OpenAI’s Codex, Anthropic’s Claude Code, Cursor, and Replit are designed to let engineers write less code by simply instructing AI systems with prompts and then reviewing the generated output. The vision of a “vibe-coding” future, where coding is driven by natural language rather than technical syntax, is advancing rapidly. At Google, for example, chief executive Sundar Pichai recently revealed that AI now writes 30% of the company’s new code.

As generative artificial intelligence (AI) rapidly transforms the digital landscape, universities worldwide—like the renowned Carnegie Mellon University in the United States—are racing to update their computer science curriculums. The question is no longer just how to code, but how to teach computational thinking and AI literacy in an era when advanced chatbots and automated coding assistants are shaking the foundations of tech education. This debate holds particular importance for Thailand, which has ambitions to become a regional hub for digital innovation and skilled tech talent.

Recent global advancements in artificial intelligence (AI) are upending assumptions about the future of computer science education, challenging educators, policymakers, and technology leaders across Thailand to elevate training standards and focus on foundational skills over rote learning. Contrary to fears that AI tools might eliminate the need for coding or computer science training, research and initiatives unfolding in Thailand and beyond suggest that AI will instead prompt a systemic overhaul—raising the bar for quality instruction and empowering both teachers and students with potent new capabilities.

The computer science major, long regarded as a direct path to a lucrative tech career, needs a deep rebranding to reflect its true essence and purpose, according to the head of Android at Google. As artificial intelligence (AI) rapidly transforms software engineering, this call to rethink computer science studies resonates widely—including in Thailand, where STEM education has seen booming enrollment but faces uncertainty amid fast-changing job markets.

In a recent interview reported by Business Insider (businessinsider.com), Google’s Android chief, whose academic background is rooted in UC San Diego’s computer science program, argued that the discipline is often misunderstood as nothing more than training in coding—particularly Java programming. “It is thought of as, ‘go learn how to do Java coding,’” observed the Android leader, adding, “if that’s what you want to do, you don’t need a degree.” Instead, he described computer science as “the science…of solving problems.”

Boston University’s bold experiment to reverse the longstanding gender gap in computer and data science is defying national trends, according to a recent feature by the university (Boston University). While women comprise about half the workforce in the United States, they remain woefully underrepresented in the booming fields of technology and data: barely 15-20% of professionals in data science are women, and women-led start-ups and founding teams are even scarcer.

The University of Washington’s (UW) Paul G. Allen School of Computer Science & Engineering has become a leading example of how academic institutions are radically rethinking computer science education to meet the demands of the artificial intelligence (AI) revolution—an era where, some argue, “coding is dead” and the value of conventional programming is being transformed by generative AI technologies like ChatGPT. This evolution not only reshapes the way students are taught but also raises urgent questions for Thai educators, institutions, and policymakers about how to prepare local graduates for a rapidly changing job market increasingly shaped by automation and intelligent systems.

Emerging research from a renowned American liberal arts college is offering fresh insights into how computer technology both empowers and challenges today’s classrooms—a duality increasingly relevant as Thai schools and universities embrace digital learning. A recent article, “Inside the classroom: The gifts and burdens of computer technology,” details the evolving approach of the “Computers and Society” course at Lafayette College, exposing students—not just in computer science but across disciplines—to the profound social, ethical, and legal choices driven by rapid technological advancement. The findings and practices from this course offer timely lessons for Thailand, where digital literacy and critical analysis of technology’s effects are urgent educational priorities.

A recent interview with a Google software engineer offers timely and practical advice for computer science students in Thailand and across the globe, emphasizing that securing an internship—even in a student’s first or second year—can be a crucial gateway to landing a future position at a top international tech firm. The engineer, who earned a full-time offer after interning with Google for two summers, reveals that the threshold for getting accepted into early-stage programs is considerably lower, providing an accessible pathway for aspiring students facing today’s competitive technology job market (Business Insider).

Claims that artificial intelligence (AI) could soon replace computer scientists are deeply misguided, according to the latest research published in The Conversation. As anxieties rise about the role of AI in the future of work, particularly in technical professions, this new analysis by a leading academic in the field emphasizes that computer science expertise will remain indispensable for years to come (The Conversation).

The recent surge of generative AI technologies, such as language models and coding assistants, has sparked widespread speculation – including among prominent economists and secondary school advisors – that computer science degrees may be rendered obsolete. These narratives have gained so much traction that some Thai students are reportedly being discouraged from pursuing computer science or software engineering, with fears that AI will make these careers redundant.

A new in-depth look at the integration of computer technology in education reveals both transformative benefits and complex challenges, offering a fresh perspective for Thai educators and policymakers seeking a balanced approach to digital learning (Lafayette College). The findings, based on a comprehensive classroom study at Lafayette College, showcase how computer science education is being reimagined to foster critical thinking, ethical awareness, and cross-disciplinary dialogue—signaling vital cues for Thailand as it accelerates its national “Thailand 4.0” agenda.