Education

Generative AI is reshaping how research is created, written, and reviewed. For Thai universities, the shift brings both opportunity and risk as students and researchers explore ways to game algorithms and bypass review systems. This matters as Thai institutions modernize submissions, defenses, and peer evaluation.

AI was welcomed in academia to reduce workloads. Tools that summarize, check logic, flag dubious citations, and suggest edits have become commonplace in peer review. Yet educators now face strategies aimed at “cheating the algorithm.” Experts warn that such tactics threaten the credibility of scholarly work.

AI tools like ChatGPT and Claude are entering Thai classrooms, sparking a global debate about cheating, faculty frustration, and the future value of higher education. Thai educators and policymakers now face urgent questions about how universities can respond, adapt, and innovate in the age of artificial intelligence.

As AI models grow more capable, students increasingly use them not only for tutoring but to generate essays, homework, and even exam responses. Critics warn of a “cheating utopia” where the race between technology and assessment outpaces institutions’ ability to uphold learning standards. In Thailand, more students in international programs and English-language courses show similar adoption, prompting calls for clear guidance and robust assessment practices.

A growing wave of concern is sweeping through universities worldwide as advanced AI tools like ChatGPT and Claude become the latest frontline in academic dishonesty, raising fundamental questions about the future and value of higher education. Recent reporting in Vox’s “The Gray Area” podcast and a deeply researched feature by a New York Magazine writer has brought the issue into sharp focus, revealing widespread patterns of AI-enabled cheating, mounting faculty frustration, and institutional inertia that have left many educators and students disillusioned or resigned (Vox).

More college students than ever before are choosing to major in psychology, drawn by the field’s versatility and its promise to help understand both themselves and others. Yet, as the latest research and economic data reveal, this boom comes with a significant financial catch for graduates. While the degree opens doors to a host of industries, the starting and mid-career salaries for psychology majors often lag behind those of peers in more specialized or technical disciplines—a tension now under scrutiny for both Thai and global students making career decisions in today’s changing economy (Newsweek/MSN).

A growing number of Thai students are choosing psychology for its versatility and its promise of understanding human behavior. Yet new data reveal a gap between expectations and earnings for graduates, prompting families and policymakers to rethink career paths in Thailand and beyond.

The rise of psychology is not sudden. Globally, it remains a top undergraduate choice, and interest has surged since 2020. In the United States, psychology accounted for about six percent of bachelor’s degrees in 2020–2021, reflecting cross-industry appeal. In Thailand, larger psychology cohorts are visible as awareness of mental health grows and school counseling expands, aided by media coverage of pandemic-era needs.

Universities across the globe must redefine their purpose to prioritize lifelong learning in an era dominated by artificial intelligence (AI), according to the president of Northeastern University, who warns that higher education risks becoming obsolete if it fails to adapt. Speaking during a keynote address at the event “Engineering the Future with Artificial Intelligence,” held at Saint Joseph University in Beirut, the Northeastern University president emphasized the urgent need for higher education to extend its focus beyond young students, highlighting the transformative impact of AI on both learning and society.

A global shift toward lifelong learning is essential as artificial intelligence reshapes work and education. A Northeastern University president urged universities to redefine their mission during a Beirut keynote, warning that higher education risks obsolescence without adapting to AI’s rapid advancements. The message emphasizes extending learning beyond traditional students to adults and mid-career professionals.

Traditionally, universities focused on educating new generations and pursuing research. Now, AI’s expanding role demands continuous, adaptive learning models aligned with both employer needs and individual goals. The Northeastern leader, author of Robot-Proof: Higher Education in the Age of Artificial Intelligence, argues for programs that fit busy adult lives and deliver fast, practical outcomes.

Texas has become the latest—and one of the largest—states in the United States to ban students’ use of cell phones in all public K-12 schools, following the signing of House Bill 1481 by the state governor earlier this week (KXAN). The law gives individual districts two options for compliance: either prohibit all student devices on school property outright, or require students to store their phones securely and inaccessible during the school day (KHOU). The ban is set to take effect across the state for the 2025–2026 academic year (Statesman).

A sweeping Texas policy bans student use of cell phones in all public K-12 schools, taking effect in the 2025–2026 academic year. Districts must either prohibit devices on campus or require students to store them securely during the school day. The move follows concerns about digital distractions, student well-being, and classroom discipline, and it has sparked a global debate about technology in education.

For Thai educators and policymakers, the Texas case offers a timely point of reflection. Smartphone use among youth has surged in Thailand and around the world, reshaping how students learn, interact, and manage information. While some studies link unregulated use to lower focus, increased bullying, and mental health challenges, others warn that outright bans may overlook deeper systemic issues and could cut off useful learning tools and communication channels.

Artificial intelligence is driving a dramatic transformation in higher education, pushing universities worldwide to shift beyond their traditional focus on young students and research to embrace lifelong learning for all. The latest research and expert commentary, highlighted by a keynote address from the president of Northeastern University, underscores a global pivot—one that is increasingly relevant for Thailand’s rapidly evolving educational landscape (Northeastern University; Forward Pathway). Amid the rise of generative AI and large language models such as ChatGPT, higher education institutions face mounting pressure to adapt, or risk obsolescence.

Artificial intelligence is reshaping higher education, pushing universities to move beyond traditional programs for young students. The latest research and expert insights highlight a global shift toward lifelong learning that includes adult and mid-career learners. This momentum matters for Thailand as the country accelerates digital economy initiatives and workforce upskilling.

Leaders in higher education argue that the workforce now requires flexible, modular, and experiential learning. University presidents emphasize the need to customize offerings to employer needs while tailoring learning paths to individuals. The aim is to build a system that supports continuous education throughout a person’s career, rather than a single-degree model. International think tanks and higher-education groups echo this call, urging institutions to adopt flexible formats that align with today’s unpredictable career trajectories.

A global survey shows nearly 30% of teachers use AI tools weekly, potentially saving about six weeks of work per year. This rapid adoption is reshaping how teachers plan lessons, grade work, and support students. For Thailand, the trend holds promise for easing workloads and improving educational quality, especially where shortages and administrative duties are pressing.

Researchers from Gallup report that AI is increasingly integrated in classrooms worldwide. Data suggests teachers who use AI regularly save time through faster grading, quicker resource generation, and streamlined administrative tasks. In Thailand, public schools face similar bottlenecks, and AI adoption could boost both teacher well-being and student outcomes.

A new global survey has found that nearly 30% of teachers are now using artificial intelligence (AI) tools on a weekly basis, a trend that could free up around six weeks’ worth of working hours each year. This rapid adoption signals a shift in how educators prepare lessons, grade assignments, and support students—putting AI at the heart of a classroom transformation that has important implications for Thailand’s education system.

The findings, published by Gallup and referenced in their recent article, highlight the increasing integration of digital technologies worldwide and point to promising opportunities for educators facing time constraints and heavy workloads. For Thailand, where teacher shortages and administrative burdens remain persistent challenges, adapting to these trends could lead to significant improvements in both educational quality and teacher well-being.

A new wave of digital tools is reshaping classrooms in Thailand and around the world. A recent Gallup and Walton Family Foundation poll shows that six in ten K-12 public-school teachers in the United States now use artificial intelligence to grade papers and plan lessons. While AI reduces busywork and helps teachers manage workloads, many educators worry that students may become overly dependent on technology, potentially weakening independent thinking and problem-solving skills. The findings offer a glimpse into issues likely to surface in Thailand as the education system goes deeper digital.

California’s public colleges are spending heavily on AI-detection tools to curb plagiarism and AI-assisted cheating. Yet a growing body of evidence points to blind spots, privacy risks, and questionable educational value. The California case offers a cautionary preview for Thai educators as digital learning expands nationwide.

The surge of AI writing tools like ChatGPT has unsettled professors who worry students may not be the true authors of their work. In response, providers began marketing detection systems that promise to identify both plagiarism and AI-generated writing. California State University recently budgeted an additional sum for Turnitin’s AI-detection upgrades, pushing annual licensing past the seven-figure mark. Across the state, Cal State campuses have spent millions on Turnitin since 2019, with many community colleges and University of California campuses adopting similar contracts. These findings come from investigative reporting by CalMatters and The Markup, which examined spending and policy choices across the system.

California’s public colleges and universities are spending millions on high-tech solutions to catch plagiarism and artificial intelligence (AI) misuse, but mounting evidence reveals these investments may be rife with technological blind spots, privacy risks, and questionable educational value. As higher education worldwide faces a new era of “AI arms race,” the experience of the California system demonstrates how quick fixes may fall short, fueling new debates that resonate in classrooms from Bangkok to Berkeley.

Oregon Governor Tina Kotek’s recent proposal to end or entirely overhaul Multnomah County’s flagship Preschool for All program has ignited fierce debate across the United States, drawing attention from education policymakers far beyond the Pacific Northwest. Citing what she described as the program’s failure to deliver on its promises despite hundreds of millions of dollars in funding, Governor Kotek declared, “The program as it stands cannot keep its promise” — a statement that has sharply divided public officials, early education advocates, and the families the initiative was designed to serve (OregonLive).

A bold proposal from Oregon Governor Tina Kotek to overhaul or end Multnomah County’s universal Preschool for All program has sparked a national debate on early education. The governor argues that, despite hundreds of millions of dollars, the program has failed to deliver on its promises, signaling a need for major changes. The remarks have divided officials, educators, and families who rely on the service.

Launched in 2020, the county’s universal, tuition-free preschool was praised as a model for expanding opportunity and narrowing achievement gaps. For Thai readers, the discussion of universal preschool resonates with ongoing debates about how early education can address inequality and prepare children for a rapidly changing economy. As Thailand considers expanding its own early childhood programs, Oregon’s experience offers both inspiration and caution.

The latest Gallup and Walton Family Foundation poll has revealed a striking transformation taking place in classrooms across the United States: six out of ten K-12 public school teachers now use artificial intelligence tools to help grade papers and develop lesson plans. But as these digital assistants free up valuable time and streamline workflows, a majority of educators warn that the pervasive use of AI could be making students less independent, potentially dulling their critical thinking and problem-solving skills. This debate over AI’s dual-edged impact is gaining global relevance, with far-reaching implications for Thailand’s rapidly digitalising education sector.

A growing wave of international students aims to study in the United States are cleaning up their social media presence. Fears of stricter online scrutiny under intensified US visa policies are driving self-censorship from Africa to the Caribbean, highlighting concerns about privacy and free expression in an era of digital surveillance.

For many in Thailand and around the world, an American degree signals access to premier education, career opportunities, and broader social mobility. In 2023, thousands of Thai students pursued US study programs, reflecting strong international interest. Data from leading educational agencies indicates that Thai applicants now feel heightened pressure to curate online personas long before any campus interview. The latest cohort faces uncertainty not only about admissions but also about Facebook posts, tweets, or memes from years past.

A growing wave of international students vying to study in the United States are sanitizing their social media presence, fearing stricter scrutiny under freshly intensified US visa vetting policies. The phenomenon, increasingly visible among young people from Africa to the Caribbean, exposes not only new anxieties about digital footprints but also broader concerns about free expression and privacy in the age of algorithmic surveillance.

For many around the world, an American degree represents access to coveted educational, professional, and economic opportunities. In 2024, nearly 20,000 Nigerian students headed to US colleges, more than any other African nation, while the US consistently receives tens of thousands from China and India annually (scroll.in). But for the latest cohort, aspiring scholars like the Nigerian student identified as “Owolabi” are racked with uncertainty, not just about university offers, but about old Facebook posts, Twitter jokes, or even the memes they once shared.

Ghana’s higher education watchdog has taken decisive action against the popular yet controversial practice of using honorary doctorates and professorship titles in public—a move that has drawn attention beyond its borders, including Thailand, where academic integrity is a valued aspect of education and social status. The Ghana Tertiary Education Commission (GTEC) recently issued a directive restricting the public use of these titles, underpinning concerns about rising academic title abuse that threatens the credibility of the country’s education system. As Thailand grapples with its own educational reforms and the social importance attached to academic qualifications, this development offers fresh vantage points for local readers keen on honest academic recognition.

A top Ghanaian education watchdog has tightened rules on the public use of honorary doctorates and professorships. The move aims to protect the credibility of Ghana’s higher education system and curb the growing practice of presenting honorary titles as earned qualifications. For Thai readers, the development offers a timely lens on how to preserve trust in academic credentials amid ongoing education reforms.

Data from the Ghana Tertiary Education Commission shows rising concerns that public figures—politicians, religious leaders, and business executives—are presenting honorary titles as if they were earned degrees. A formal statement from the commission deems the practice deceitful and unethical, warning that continued misuse undermines genuine scholarship. This stance places a renewed emphasis on differentiating symbolic honors from earned academic credentials.

Thai university students increasingly stay in their college towns for internships or part-time work, leaving parents to navigate pride, sadness, and a touch of self-doubt. This growing pattern mirrors global trends and is reshaping family life in Thailand. Recent opinion pieces and research show that many young adults opt to remain away from home during summer to gain real-world experience, challenging the traditional holiday homecoming.

The debate gained attention after an advice column described a parent proud of their child’s independence, yet emotionally unsettled by the distance. A student chose to stay about 300 miles from home, living and working in their college town. The parent wondered whether such distance signals a weakening of family bonds or a misalignment with their own values about togetherness.