Education

A landmark moment for science unfolded as the arsenic-life study published in Science was formally retracted after a 15-year global debate. The decision marks a return to rigorous standards after years of critique and failed replication attempts that questioned the claim that certain bacteria could substitute arsenic for phosphorus in DNA.

The 2010 study, funded by NASA and conducted on GFAJ-1 bacteria from Mono Lake, California, sparked worldwide interest by suggesting arsenic could replace phosphorus in life’s chemistry. If proven, the claim would have broadened humanity’s view of life beyond Earth and sparked renewed curiosity in extremophiles. In Thailand, researchers, educators, and students watched closely as discussions unfolded about the limits of biology and the methods used to test extraordinary ideas.

A growing wave of conservative-led interventions is reshaping American higher education far beyond Harvard University, provoking a national debate about the future of academic governance, academic freedom, and the boundaries between politics and the classroom. Recent research and news reports highlight a coordinated effort by conservative policymakers at both state and federal levels, aiming to exert greater control over public and private universities, particularly over issues such as diversity, equity, and inclusion (DEI) programs, curriculum standards, and the tenure of teaching staff.

A wave of conservative governance efforts in the United States is reshaping higher education beyond elite campuses. The push targets DEI programs, curriculum standards, and faculty tenure, raising questions about academic freedom and the line between politics and the classroom. While headlines spotlight top universities, changes extend to many state and private institutions, including who runs campuses and how programs are chosen.

For Thai readers, the topic matters because the United States remains a global benchmark for higher education. Thai students, parents, and university leaders watch U.S. developments for lessons on governance, funding, and curriculum direction. As Thai institutions navigate debates over academic freedom and political influence, understanding U.S. shifts helps contextualize local policy discussions.

A quiet crisis is emerging in classrooms worldwide and now affecting Thai students: emotionally-based school avoidance, or EBSA. New international research shows more children miss school due to anxiety, depression, and other emotional distress. In the United Kingdom, studies indicate a fivefold rise in students missing more than half of their school days over the past decade, reflecting the lingering effects of the Covid-19 era.

EBSA is not simply refusal to attend. It describes students who feel unable to go to school because of overwhelming emotional or physical distress. The key distinction is that “I can’t” reflects a mental health and support challenge, not just discipline. This reframing guides how schools respond and support students.

The number of students skipping school due to emotional distress—termed emotionally-based school avoidance (EBSA)—has soared in recent years, raising alarms among educators, healthcare professionals, and parents worldwide. Recent research from the UK highlights a five-fold increase in children missing more than half of their school days over the past decade, with experts pointing to the lingering repercussions of the Covid-19 pandemic as a key factor driving this concerning trend (BBC News).

A major policy update in New Zealand will raise in-study work hours for international students from 20 to 25 per week, starting November 3, 2025. The change is part of the International Education: Going for Growth Plan, designed to attract more overseas learners, including Thai students seeking financial support and practical work experience during study.

The move reflects evolving global education dynamics. With rising visa costs and tighter access in traditional destinations, New Zealand’s flexible approach strengthens its appeal for Thai families weighing overseas study options. The easier access to part-time work, combined with English-language instruction and a high quality of life, makes New Zealand a practical choice for many Thai students.

In a move set to reshape international education choices, New Zealand’s government has announced a significant easing of work restrictions for foreign students, raising the limit on in-study work hours from 20 to 25 per week starting November 3, 2025. The policy change is a central feature of the country’s newly launched International Education: Going for Growth Plan and is expected to enhance the nation’s appeal to overseas learners, including a rising number of Thai students seeking international experience and supplementary income while studying (NDTV).

A recent editorial in The Economist flags a growing tension in UK higher education. Many universities chase “world-class” status at the expense of local impact. The piece argues that chasing international rankings can come at a price for institutions and the communities they serve. As Thailand aims to elevate its universities, these insights offer timely guidance for policymakers, educators, and students.

UK higher education has long earned international respect, with venerable universities setting benchmarks. Today, even mid-tier institutions feel pressure to raise their international standing. The editorial suggests resources are increasingly directed toward league-table metrics such as THE and QS. Efforts include recruiting international staff, publishing in global journals, and boosting research intensity. Yet these markers do not always translate into better student outcomes or broader national benefits. Data from respected institutions and sector analyses show that a narrow focus on rankings can overshadow local missions and social impact.

A recent article in The Economist has cast a spotlight on an intensifying debate within the United Kingdom’s higher education sector: the pursuit by too many British universities of so-called “world-class” status. According to the Economist’s July 2025 leader, this fixation with international rankings comes at a cost—not just to individual institutions, but to the wider society those universities are supposed to serve. As Thailand continues to elevate its own higher education ambitions, the lessons emerging from British campuses are timely and relevant for policymakers, educators, and students across the kingdom.

A recent Lumina Foundation-Gallup survey shows a notable rebound in public confidence in higher education in the United States—the first uptick in a decade. While focused on the U.S., the findings offer timely lessons for Thai readers about credibility, relevance, and public engagement in universities. The study reports that 42 percent of Americans now express a great deal or quite a lot of confidence in colleges, up six points from the previous year and the highest level since 2015. The shift follows years of debate over debt, cost, and campus culture.

In a remarkable reversal of years-long decline, public confidence in higher education has risen among Americans for the first time in a decade, according to a new Lumina Foundation-Gallup survey published on July 16, 2025 by The Chronicle of Higher Education (chronicle.com). The survey found that 42 percent of Americans now say they have either “a great deal” or “quite a lot” of confidence in colleges — a six-point increase over the previous year’s levels and the highest reading since 2015.

Public school enrollment across the United States continues to decline, with new data showing student numbers have not bounced back to pre-pandemic levels—a trend that is accelerating nationwide and sending ripples through education systems globally. The latest findings, reported by the National Center for Education Statistics (NCES), indicate that K-12 public school enrollment peaked at 50.8 million in autumn 2019 but is projected to drop by nearly four million to just 46.9 million by 2031, representing a significant 7.6% fall in enrollment over the next several years (Virginia Mercury via WTOP).

A sustained drop in U.S. public school enrollment is accelerating, signaling broader shifts in how families choose education. New figures from the National Center for Education Statistics show K-12 public enrollment peaking at 50.8 million in autumn 2019 and projected to fall to about 46.9 million by 2031, a 7.6% decrease. The trend invites Thailand to reflect on its own education system amid changing birth rates and urban migration.

The decline is most visible in several states, with Virginia reporting a 2.9% drop from 2019 to 2023. Nationally, elementary and middle grades experience the steepest reductions. The year 2020 saw a 3% single-year contraction—the sharpest since the post-World War II era—highlighting a profound shift in how families view schooling options.

Australia continues to cement its status as a global education powerhouse, attracting a growing number of international students who are not only seeking world-class degrees but also life skills, cross-cultural friendships, and a gateway to global careers. New research and updated reports highlight how universities, policymakers, and students themselves are evolving to foster a thriving environment—while navigating challenges in academics, cost of living, mental health, and migration rules (The Economic Times).

A surge in international students has reshaped Australia’s higher education landscape, offering insight for Thai families considering study abroad. Data show that universities, policymakers, and students are adapting to balance academic rigor with cost, well-being, and migration rules, a timely read for families mapping Thai-led study plans.

In 2023, Australia welcomed about 787,000 international students, a 27% year-on-year increase, with growth projected into 2024. The country now hosts one of the world’s highest international student shares per capita, underscoring its appeal for Thai students seeking quality programs and global exposure. Understanding how students adjust to this environment remains crucial.

A rising concern across higher education is clear: more students enroll in universities, yet many struggle with foundational reading and comprehension essential for college work. For Thai readers, this signals the need to strengthen literacy as a pillar of innovation and regional leadership.

Experts note that the problem extends beyond the United States. The debate centers on whether undergraduates can handle complex texts, analyze arguments, and articulate ideas in clear writing. While the data vary by country, the trend toward weaker literacy skills predates the pandemic and intensified during it. In Thailand, robust literacy is a prerequisite for sustaining a knowledge-based economy and competitive postsecondary education.

A surge of recent research and media reports has illuminated a worrisome trend: even as more young people enroll in university, many are struggling with basic reading and comprehension skills expected at the college level. The debate has intensified following the publication of several national surveys and firsthand accounts from professors across the United States, which paint a picture of declining literacy among today’s college students. This issue resonates far beyond American borders, carrying important implications for Thai higher education and the nation’s long-term competitiveness.

The US Supreme Court has given the green light for former President Donald Trump’s administration to significantly downsize the federal Department of Education, a move that slashes the agency’s workforce by nearly half and could fundamentally reshape the American educational landscape. This landmark decision, permitting mass firings and large-scale buyouts, not only spotlights sharp ideological divides in US education policy, but also sends signals around the world about the future of government involvement in public education.

A landmark Supreme Court decision clears the path for a substantial downsizing of the federal Department of Education, potentially cutting nearly half the agency’s staff and reshaping how federal programs are run. The ruling raises questions about equity, accountability, and the national role in public schooling.

For Thai readers, the development is especially relevant as Bangkok and provincial authorities debate decentralization and greater local autonomy in schooling. The US example offers both caution and insight about the risks and opportunities when central oversight is reduced, and it highlights how nationwide standards can be balanced with community empowerment.

In a controversial move set to affect students, parents, and educators alike, Missouri has become the latest US state to introduce a sweeping cell phone ban across all public schools. Signed into law by the governor and effective from the upcoming academic year, Senate Bill 68 prohibits students from possessing their phones on campus during the entire school day—including lunch breaks and time between classes—except in emergencies or for medical needs. This new policy, already practiced by some districts, now becomes mandatory statewide, with school authorities tasked to ensure its enforcement and navigate its consequences for the educational ecosystem.

A new statewide rule in Missouri bans students from carrying cell phones on school grounds for the entire day, including lunch and transitions. The policy, signed into law and set to take effect next academic year, requires schools to enforce the prohibition with exceptions only for emergencies or medical needs. While some districts have already limited phone use, the measure now applies to all public schools across the state.

Proponents argue the ban supports focused learning, safer hallways, and fewer distractions in classrooms. Critics worry about emergencies, parental communication, and broader effects on mental health and social development. The issue resonates beyond Missouri, contributing to a global conversation about smartphone use among youths and its impact on attention, performance, and well-being. Thai educators see relevance for Thai schools grappling with similar concerns.

A new controversy has erupted in academic circles after investigators uncovered that a group of international researchers embedded secret instructions—so-called “hidden AI prompts”—within preprint manuscripts to influence AI-powered peer review systems toward more favorable feedback. The revelations were detailed in recent reports, following a data-driven exposé that found 17 preprint articles on the arXiv platform with covert commands instructing AI models to deliver only positive reviews, avoid criticism, and even explicitly recommend the work for its novelty and methodological rigor. This manipulation was achieved through invisible white text or minuscule fonts, remaining undetected by human readers but fully readable by AI engines tasked with the review process (Nikkei Asia, ExtremeTech, Japan Times).

A global scare highlights how covert AI prompts in preprint papers can steer reviews toward praise. Investigations found 17 arXiv preprints containing hidden instructions that urged AI review models to be positive, avoid criticism, and even support publication for novelty and rigor. The prompts used barely legible text unread by humans but readable by AI.

This issue matters beyond a technical trick. As large language models become more common in research tasks, the integrity of peer evaluation could be at risk. For Thailand, where academic quality underpins national progress and international collaboration, the incident raises questions about safeguarding trust in science amid sophisticated digital manipulation.

In recent years, academic institutions worldwide have witnessed a wave of technological innovation, with generative artificial intelligence (AI) reshaping how research is conducted, written, and evaluated. But with advancement has come controversy. Universities and academic journals now face rising incidents of students and researchers using AI tools not only to ease workflows but also to manipulate algorithms and exploit weaknesses in established review systems, raising profound questions about the future of academic integrity and knowledge credibility.