Education

As Thai university students increasingly pursue summer jobs or internships far from home, many parents are left coping with a complex blend of pride, sadness, and self-doubt—a phenomenon on the rise worldwide and now affecting countless families in Thailand. Recent advice columns and psychological research highlight a growing trend: instead of returning home for the holidays, many young adults choose to remain in their college towns, seeking independence and real-world experience, but leaving parents behind to face a sometimes painful sense of emptiness and loss (MLive).

A global shift is reshaping perceptions of higher education as young people question the value of a college degree. In the United States, a growing portion of Gen Z says college may not be worth the cost, a revelation that could influence education and employment trends in Thailand as well.

Rising tuition, heavy student debt, and doubts about the wage premium are central to this debate. Data from research conducted by Indeed Hiring Lab and Harris Poll in March 2025 shows that 51% of Gen Z respondents with an associate degree or higher consider their degree a waste of money. This view contrasts sharply with older generations and reflects a broader concern about return on investment. Reports across American media highlight a national mood of skepticism, while parallel polls from other outlets confirm a similar pattern.

A wave of skepticism is sweeping across the United States as a new generation of young adults—especially those from Generation Z—are increasingly questioning the value of a college degree. Recent research reveals that more than half of young Americans now view their college education as a waste of money, a significant shift with profound implications for individuals, educational institutions, and global workforce dynamics.

This generational disillusionment comes at a time when tuition costs have soared, student debt continues to climb, and the traditional advantages of holding a degree are increasingly in doubt. For Thai readers, these trends bear close watching, as they reflect global currents in higher education and could foreshadow developments in Thailand’s own educational landscape.

As the United States grapples with shifting immigration policies and intensifying global competition, the future of its 1.1 million international students—and the vast contributions they make—hangs in the balance. Latest developments, including a temporary suspension of new student visa appointments and heightened social media vetting, have left international students anxious and universities concerned about the long-term impact on the nation’s educational standing and economic strength (Al Jazeera).

Recent moves by the US government, particularly the State Department’s decision on May 27th to pause scheduling new student visa appointments, have intensified an atmosphere of apprehension among current and prospective international students. The policy comes in the wake of several other restrictions, notably expanded social media screenings. For international students—such as a junior at Georgetown University recently interviewed—these changes have fueled anxieties about deportation or sudden policy shifts that could jeopardize their studies and futures.

The United States is tightening immigration rules and facing intensified global competition, casting uncertainty over 1.1 million international students and the broad economic and academic contributions they support. New measures, including a temporary pause on scheduling certain student visa appointments and expanded social media screening, have heightened anxiety among prospective students and concern among universities about long-term effects on the U.S. education landscape.

Policy shifts are already changing the outlook for international students. The State Department paused new student visa appointments in late May, adding to a climate of precaution. Observers note that these changes, paired with stricter scrutiny of applicants, could disrupt study plans and threaten ongoing enrollment. Data from research by leading education organizations shows the potential ripple effects across campuses nationwide.

As artificial intelligence sweeps through higher education, universities face a crisis that threatens the very integrity of learning, with recent research and expert analysis suggesting education might soon become a mere formality unless institutions adapt to AI’s radical impacts. In a widely discussed essay published this week, education analyst Jacob Howland argues that AI is not only enabling rampant academic dishonesty but is also undermining the mission and meaning of universities at their core (UnHerd).

As artificial intelligence reshapes higher education, universities face a critical moment. A widely discussed analysis argues that AI risks eroding the core meaning of learning unless institutions adapt to its rapid impacts. For Thai readers, this debate hits close to home as Thai universities invest in edtech and AI tools while grappling with questions of purpose, integrity, and public trust.

Thailand’s higher education landscape already wrestles with post-pandemic online learning, ideological shifts, and fast-paced technological change. Public and private universities are expanding digital platforms and AI-assisted classrooms. The key question is whether these tools will deepen understanding and creativity or turn education into a mere credentialing process.

A sharp drop in IDP Education’s shares signals a broader shift in global student mobility. The Australian-headquartered education services giant warned it could see a steep decline in placement volumes as governments tighten visa rules. The market reacted quickly, with shares tumbling by almost half at one point. The ahead-of-year outlook also anticipates a drop in IELTS testing volumes, a key step for visa and admissions processes. For Thai students and families, the news adds fresh uncertainty as outbound study plans rely on stable cross-border pathways.

Shares of IDP Education, the Australian-headquartered international student placement giant, plummeted as much as 48 percent after the company announced it was bracing for a steep decline in student placement volumes, warning investors that tightening government visa rules are upending the market for cross-border education Reuters, Investing.com. The warning, issued on June 3, reverberated not just through financial markets but across the global higher education sector—including Thailand, a country with a fast-growing cohort of outbound students and deepening ties to international universities.

A high school counselor’s viral warning about students’ alarming gaps in basic knowledge has sparked renewed debate on learning loss and educational readiness. While the story began in the United States, it resonates strongly for Thai educators and policymakers. The concerns focus on students who struggle with everyday facts—such as their parents’ jobs, their own ZIP codes, or distinguishing area codes from counties—highlighting a wider crisis in foundational skills after the pandemic. Research from international sources indicates that gaps in core knowledge persist across many countries, including Thailand, underscoring the urgency for reform.

An American high school counselor’s viral testimony about students’ “alarming lack of basic knowledge” has sparked renewed global debate about learning loss and declining educational readiness, with direct resonance for Thai educators and policymakers. This counselor shared their experience of students struggling with basic information—such as their parents’ jobs, their own zip code, or differentiating between “area code” and “county”—problems that would once have been unthinkable in high school settings (Buzzfeed). This anecdotal evidence is supported by mounting international research showing that, since the pandemic, gaps in foundational knowledge have reached crisis levels for a generation of students, including those in Thailand.

A compelling Cap Times profile follows a young student who overcame early English-as-a-second-language struggles to gain admission to Harvard University. The narrative emphasizes perseverance, targeted instruction, and the empowering role of writing. While personal, the story reflects the broader journey of English language learners (ELLs) in education systems worldwide, including Thailand.

The graduate-to-be plans to study history, science, and English at Harvard. She describes social stigma and academic hurdles tied to limited English proficiency in her early years. Her progress flowed from dedicated teachers and a personal commitment to writing, which sharpened language skills and helped her interpret her bilingual upbringing. This journey illustrates what can happen when ELLs receive informed instruction, encouragement, and opportunities for self-expression.

In a compelling narrative that is resonating with educators and families worldwide, a recent story from the Cap Times profiles a young student who overcame early struggles with English as a second language to earn admission to Harvard University—a feat achieved through perseverance, strategic educational support, and the transformative power of writing. Her journey, while individual in scope, shines a spotlight on the broader challenges and victories experienced by English language learners (ELLs) in education systems around the world, including in Thailand.

A growing wave of cellphone restrictions is reshaping classrooms in North Carolina as educators and families seek to minimize digital distraction. Policies range from confiscation to secure storage solutions, sparking a broader debate about balancing student focus, safety, and access to learning tools. The developments offer timely lessons for Thai schools navigating rising smartphone use among youth.

Global smartphone ownership among students is climbing, with Thailand mirroring this trend. Thai teachers and administrators report that phones can disrupt lessons, complicate classroom management, and contribute to teacher burnout. Data from national studies show rising device ownership among Thai youth, underscoring the need for thoughtful guidance on when and how phones should be used in schools. As smartphone penetration grows, policymakers weigh how to protect learning while leveraging digital tools when appropriate.

A new wave of cellphone restrictions is sweeping schools in North Carolina, USA, as policymakers, educators, and families grapple with the disruptive presence of mobile devices in classrooms. Recent changes include policies ranging from outright confiscation to the use of locking storage pouches, stirring debate about how best to balance student focus, safety, and access to digital tools for learning. These developments offer valuable insights for Thai educators and policymakers facing similar concerns amid the rapidly growing use of smartphones among Thai youth.

Parents in San Francisco have voiced growing concerns following the school district’s decision to require all ninth-grade students to take a two-semester ethnic studies class, replacing what was previously an elective with a mandatory, yearlong course. The move by the San Francisco Unified School District (SFUSD), communicated to parents just days before the start of the 2024-25 academic year, has reignited debates on curriculum, ideology, and student choice, with lessons that may resonate in Thailand’s ongoing discussions over educational reforms and culturally responsive teaching CBS News San Francisco.

Parents in San Francisco are raising concerns after the school district made ninth grades take a two-semester ethnic studies course, replacing a prior elective with a yearlong requirement. The announcement came just days before the 2024-25 school year, reigniting discussions about curriculum choices, ideological balance, and student options. The case offers relevance for Thailand’s ongoing education reforms and the push for culturally responsive teaching.

A central issue is whether the ethnic studies curriculum emphasizes certain viewpoints over historical rigor, potentially displacing other subjects, such as world history. One parent said the course appears to teach a particular ideology rather than objective history, while still supporting the broader goals of ethnic studies. Another parent noted that ninth graders may have already completed similar coursework in middle school and question why they must retake it for another full year. The curriculum explores themes of racism, activism, and economic systems, including comparisons between capitalism and socialism, prompting questions about the line between social education and advocacy.