Education

In California, a bold new approach to literacy is taking shape: universal, yearly screenings for reading difficulties in children from kindergarten through second grade. The aim is simple and ambitious—spot early warning signs of reading trouble, including dyslexia, so that teachers and families can intervene before gaps become permanent. The lead of the latest report on California’s plan is clear: screenings offer early indications of where children need support and, crucially, point to whether a child should receive further evaluation or targeted instruction. As districts prepare to roll out these tools, educators, parents, and policymakers are watching closely to see whether the strategy translates into meaningful gains in reading proficiency.

Across the United States, a quiet but mounting crisis is reshaping what students study and what colleges offer. In a pattern that reads like a cautionary tale for education systems worldwide, major programs—especially in the humanities and other non-professional fields—are disappearing or being scaled back as universities grapple with tighter budgets, shifting political winds, and enrolling shortfalls. In one coastal Massachusetts program, a Boston University satellite campus on Cape Cod announced it was ending in-person studies, a decision validated by dwindling enrollment and the harsh math of keeping courses viable. The human story behind that closure is stark: students who chose a future in social work, therapy, or other helping professions now face the unsettling prospect of either finishing online, transferring, or walking away from a years-long investment in a local community.

A new wave of national assessment data shows that United States students are grappling with what analysts are calling a devastating setback in reading and mathematics. The latest long-term trend results for nine-year-olds indicate a drop of about five points in reading and seven points in mathematics since the pandemic-era benchmark of 2020. The declines are the largest seen in reading in more than three decades and mark the first time math scores have fallen in the long-term trend record. The findings echo concerns raised by educators and researchers around the world about learning losses during extended school shutdowns, remote instruction, and uneven access to support services.

The latest signals from education researchers are clear: the gender gap in math widened during the pandemic, and schools are racing to recover lost ground. In many classrooms, girls fell further behind boys in mathematics assessments as school closures, hybrid schedules, and remote learning disrupted routine practice with numbers and equations. Now, educators are scrambling to design catch-up strategies that not only lift everyone’s math skills but also address the gender dimension of the gap.

In a landmark shift that began this summer, a policy originally designed to accelerate access to publicly funded science has unleashed a costly cascade for researchers and the publishers who serve them. The latest survey of open-access dynamics shows that making research freely available immediately—while laudable in principle—can come with substantial price tags for authors, funders, and institutions. The story—first reported through researchers who found themselves staring at article-processing charges in the thousands of dollars—highlights a core tension at the heart of modern science: openness versus affordability, and who pays for it.

A new study surveying teachers about equitable grading policies has surfaced with a clear split in opinion. Many educators say these policies can make assessments fairer by focusing on what students actually know and can do, rather than penalizing them for imperfect timing or incomplete attempts. Others warn that if not implemented carefully, such policies could loosen accountability, blur what grades actually represent, and place a heavier burden on teachers to document and justify every decision. For Thai readers, the debate has immediate resonance: classrooms in Thailand and across Southeast Asia are contending with how to balance rigorous standards with inclusive teaching, and how grading practices influence students’ motivation, mental health, and future opportunities.

A recent review of North Carolina school districts found that a substantial number lack written policies on classroom use of artificial intelligence, raising fresh questions about preparedness, equity and academic integrity that resonate far beyond the United States. The review examined 26 districts and found 17 had formal policies guiding AI use in classrooms while eight districts reported no policy and one district did not respond, highlighting inconsistent district-level responses to a technology which educators say is already reshaping teaching and learning. At the same time, controlled trials from U.S. universities show measurable academic benefits when chatbots and AI tools are integrated thoughtfully, suggesting that absence of policy does not mean absence of potential. For Thai educators, policymakers and parents, the North Carolina snapshot offers a cautionary example: without coordinated guidance and teacher training, schools risk both missed opportunities and harms related to cheating, bias, and widened digital divides.

A recent review of North Carolina school districts shows many lack formal policies on how AI is used in classrooms. The finding highlights questions about preparedness, equity, and integrity that matter well beyond the United States. The study looked at 26 districts; 17 had written policies, eight had no formal guidance, and one did not respond. Educators say AI is already reshaping teaching, so policy gaps could affect implementation. Controlled trials in U.S. universities indicate measurable benefits when AI tools are integrated thoughtfully, but absence of policy does not negate potential. For Thai educators, policymakers, and parents, the North Carolina snapshot offers a cautionary example: without clear guidance and teacher training, schools risk missed opportunities and harms such as cheating, bias, and widening digital gaps.

Students across Bangkok rush from regular classes to evening tutorial centers, their backpacks heavy with textbooks and dreams of university admission. This familiar scene may soon face disruption as Thailand watches America dismantle the very public education system that once inspired educational reformers worldwide. New research reveals that recent U.S. policy shifts toward privatization and budget cuts could herald a global retreat from universal education—with potentially devastating consequences for developing democracies like Thailand.

A recent report warns that many students overwork themselves to chase grades and resumes. (This habit can cause anxiety, stress, and burnout.) (KVIA)

Parents and schools should notice signs of anxiety and burnout early. Early detection can prevent long-term mental health problems.

Experts say students often join many activities to build resumes for schools and jobs. Those activities can overload students and harm their wellbeing. (KVIA)

A therapist at a community health network warns that overwork can become obsessive. The therapist says anxiety, stress, and lack of motivation can follow. (KVIA)

In Bangkok’s hospital wards, teenagers tell a common story: sleepless nights cramming formulas, anxiety before exams, and a belief that their worth hinges on grades and university placement. What many families see as normal stress has grown into a mental health challenge that affects a full generation. International studies corroborate a global pattern of student overwork, underscoring the urgency for Thai-specific solutions.

The Hidden Cost of Achievement Culture

Mental health professionals report rising anxiety, depression, and stress-related symptoms among Thai students who appear academically successful. Even while maintaining high GPAs and juggling tutoring, volunteering, and clubs, these youths report chronic fatigue, panic, and thoughts of self-harm. Research on community health patterns points to a phenomenon some call “achievement addiction,” a compulsive chase for accolades that delivers little lasting satisfaction and eventually heightens anxiety. When the drive for perfect transcripts dominates, deep learning and personal growth suffer.

A quiet student dawns into Bangkok classrooms, then in the evening heads to a tutoring center, chasing university dreams. This scene speaks to a global concern: could shifts in the United States away from universal public schooling reshape how nations—including Thailand—think about education as a public good and a driver of democracy?

Researchers from leading U.S. universities warn that reductions in federal education workforces and proposed budget cuts could threaten decades of progress toward inclusive schooling. The warning notes that public funding moving toward private alternatives risks eroding equity, particularly for students with disabilities, minority groups, and families with fewer resources. For Thailand, where education has long been a pillar of social mobility, these findings carry practical implications as policymakers weigh reforms.

In quiet hospital rooms across Bangkok, teenage patients describe the same crushing symptoms: sleepless nights spent memorizing formulas, chest-tightening anxiety before exams, and an overwhelming sense that their worth depends entirely on grades and university admissions. What many Thai families dismiss as normal academic stress has become a mental health epidemic that threatens an entire generation’s wellbeing—and new international research reveals the devastating scope of student overwork that mirrors patterns emerging worldwide.

A recent analysis argues that public schools remain essential for democracy and the economy. (The authors warn that policy shifts could harm civic life and widen inequality.) (The Conversation)

The study links historical public investment to broad social gains. (The authors cite Horace Mann and the GI Bill as pivotal examples.) (The Conversation)

The authors say that public education builds a skilled workforce. (They say this workforce fueled U.S. innovation and prosperity over 150 years.) (The Conversation)

A major new study of secondary schools in England finds that banning smartphones on school grounds or at break times does not, by itself, produce better grades, healthier sleep or improved mental wellbeing among pupils — a result that shifts the debate from banning devices to reducing total screen time and reshaping how young people use digital technology. Researchers compared student outcomes across schools with different phone rules and found that the single strongest predictor of worse academic and health measures was the amount of time pupils spent on smartphones and social media, rather than whether schools imposed on-site bans. The finding matters for Thai educators and parents because it suggests policy and cultural interventions beyond simple exclusion are needed to protect learning, mental health and social development in a country where young people are highly connected.

A large study of secondary schools in England shows that banning smartphones on school grounds or at break times alone does not automatically boost grades, sleep quality, or mental wellbeing. The findings shift the focus from device bans to reducing total screen time and reshaping how young people use digital technology. Researchers compared outcomes across schools with varying phone rules and found that the strongest predictor of poorer academic and health metrics was the amount of time students spent on smartphones and social media, not whether schools restricted devices. This matters for Thai educators and parents, highlighting the need for policy and cultural approaches beyond exclusion to safeguard learning, mental health, and social development in a highly connected youth culture.

A major new analysis warns that new international student enrollment could fall by 30–40 percent this fall. The study links the drop to recent visa policy changes and processing disruptions that began in late May (NAFSA report).

The finding matters for Thai students and Thai education partners. Many Thai families and recruitment agents plan fall admissions now.

The study comes from NAFSA and JB International. The groups used SEVIS and State Department visa data for their model (NAFSA report).

The dream of studying in the United States is under siege as a visa processing breakdown threatens to derail thousands of Thai families’ plans. The U.S. State Department’s stalled processing and new security measures could keep many international students, including Thai scholars, from starting university this fall.

The human impact is immediate. In Bangkok’s education hubs, anxious families clutch acceptance letters while wondering if their children will reach campus on time. Estimates from national and international education groups indicate a substantial share of international students may miss the fall term due to backlogs, visa appointments running weeks or even months late, and heightened screening requirements.

Thousands of Thai students planning to study in American universities this fall face an unprecedented crisis that could devastate their educational dreams and Thailand’s pathway to global knowledge. A comprehensive analysis by the National Association of Foreign Student Advisers and JB International reveals shocking projections that new international student enrollment could plummet by 30-40 percent this academic year, triggered by visa processing catastrophes that began in late May.

The implications ripple directly through Bangkok’s education consultancy offices, where anxious Thai families have invested hundreds of thousands of baht in American university applications and preparation programs. These projections represent more than statistical abstractions—they signal potential educational exile for an entire generation of Thai students who have spent years preparing for American higher education opportunities.

Researchers warn that organised scientific fraud now acts like an industry. (How bad science is becoming big business)

This trend threatens trust in evidence used in health and education. (How bad science is becoming big business)

The problem goes beyond lone bad actors. (How bad science is becoming big business)

Paper mills now sell fake papers and authorships as commercial products. (How bad science is becoming big business)

Brokerage services guarantee publication for a fee in some cases. (How bad science is becoming big business)

A new wave of sophisticated academic fraud now threatens Thailand’s research credibility and public health. Experts warn that Thai universities and hospitals face challenges that could alter treatment guidelines, education policy, and tourism strategy if left unchecked.

Leading researchers describe a global fraud ecosystem that transforms plagiarism into a commercial service. Paper mills produce fake studies and sell authorships as ready-made products, often with fabricated data and convincing analytics. These operations cloak themselves with labels like publication consulting and manuscript enhancement, creating an illusion of legitimacy.

A sophisticated network of academic fraud now operates like a commercial enterprise, putting Thailand’s research credibility and public health at unprecedented risk

Scientific misconduct has evolved beyond isolated incidents of researcher dishonesty into a thriving global industry that threatens to undermine decades of progress in evidence-based medicine and education policy. Leading research integrity experts warn that Thailand’s academic institutions now face an existential challenge that could compromise everything from hospital treatment protocols to national education strategies.

A major new analysis published in the Proceedings of the National Academy of Sciences concludes that “sophisticated global networks” are systematically undermining academic publishing by pushing fraudulent papers into journals at industrial scale — and doing so faster than science can contain them. The researchers find that suspected “paper mill” submissions are doubling every 18 months, far outpacing the overall growth of legitimate research, which doubles roughly every 15 years. The authors warn that without urgent reforms, parts of the scientific literature risk becoming “completely poisoned,” a scenario with direct implications for Thai universities and national research priorities. The study’s key findings and expert warnings were first reported by Times Higher Education, which underscores that existing systems to combat misconduct are struggling to keep up with an increasingly organized underground industry of fake science built on collusion, image manipulation and “journal hopping” to evade detection (Times Higher Education).

Sophisticated global criminal networks are systematically corrupting academic publishing at unprecedented scales, producing fraudulent research papers faster than legitimate science can be published, according to groundbreaking analysis published in the Proceedings of the National Academy of Sciences that reveals Thailand already experiencing direct consequences from this academic contamination. The Northwestern University-led research team documented that suspected “paper mill” submissions are doubling every 18 months while genuine research output doubles only every 15 years, creating what researchers warn could “completely poison” entire scientific fields unless urgent systemic reforms are implemented immediately. This industrial-scale academic fraud directly threatens Thailand’s national research priorities and university advancement systems, with recent domestic investigations uncovering extensive paper-purchasing networks spanning dozens of Thai institutions and resulting in faculty dismissals across multiple universities. The study’s findings, extensively reported by Times Higher Education, demonstrate that existing misconduct detection systems are fundamentally inadequate against increasingly organized underground industries built on sophisticated collusion, image manipulation, and “journal hopping” strategies designed to evade traditional enforcement mechanisms.