#Aieducation

The latest wave of AI companionship is sparking fresh debate about emotional support, ethics, and what it means to be human. In an audacious move, an Australian computer scientist created Jaimee — an AI partner designed by women for women. The project aims to provide emotional support, mentorship, and even romance if users choose, all while trying to fix a field long criticized for gender bias and hypersexualized portrayals. Jaimee is not marketed as a replacement for real relationships; its creators emphasize that it should enhance, not replace, human connection, and that robust guardrails are built in to steer conversations toward safety and well-being. Yet the question remains: could an AI companion genuinely help women navigate everyday pressures, imposter syndrome, or traumatic experiences, without intensifying loneliness or enabling unhealthy dependencies?

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).

A developing crisis in technology careers signals a need for urgent action in Thailand. With AI tools that can generate code in seconds and mass layoffs in the United States, Thai universities and private providers must rethink how they prepare graduates for a changing job market. The shift raises fundamental questions about the value of traditional computer science pathways and which skills will remain in demand for Thai workplaces.

The narrative that computer science guarantees lucrative, stable employment has been a cornerstone of Thailand’s digital skills push. Government programs and private coding academies in Bangkok and regional hubs have promoted programming as a fast track to the middle class. Now policymakers must consider how AI-driven automation may reshape entry-level roles and career trajectories for new graduates.

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.

As generative artificial intelligence (A.I.) rapidly transforms industries worldwide, universities are racing to adapt their computer science curricula to prepare students for a future where A.I., not humans, increasingly writes code and solves complex technical problems. The leading edge of this shift is highlighted in recent research and reporting from one of the United States’ top institutions, where computer science departments are re-evaluating not just what to teach, but how to equip students with the skills most relevant to the A.I. era (The New York Times).

A wave of AI innovation is reshaping industries worldwide, prompting universities to rethink computer science curricula. In Thailand, the shift signals both caution and opportunity for students, educators, and policymakers as they prepare for an era where AI writes code and solves complex problems.

Thai learners are moving beyond the traditional path of “learning to code.” Generative AI tools can generate and debug software, challenging old topics while opening doors to new ways of thinking. Experts say these tools may soon match the performance of mid-level software engineers, highlighting the need to redefine what CS education should prioritize.

A remarkable coalition of over 250 CEOs—including leaders from Microsoft, Airbnb, and Uber—has issued a joint call urging policymakers to make computer science and artificial intelligence (AI) education a mandatory part of school curricula in the United States. Their concerns arise as China directs children as young as six to attend formal AI classes, fueling fears that nations lacking such initiatives may fall dangerously behind in global technological competitiveness (Fortune).

A coalition of more than 250 top executives from global firms is urging policymakers to make computer science and artificial intelligence (AI) education a mandatory part of U.S. school curricula. The move comes as Beijing rolls out AI classes for younger students, sparking concerns that countries without similar programs may fall behind in tech leadership. This debate emphasizes the growing importance of foundational digital skills for the next generation.

In an open letter to lawmakers, tech leaders warned that in the age of AI, children should become creators, not just users. They estimate that universal tech education could unlock billions in economic potential and improve future wages for students across pathways, not limited to those who attend college. The message signals a broader push for early exposure to coding and AI concepts as a lever for long-term prosperity.

A new study from the University of Maryland finds that even one high school computer science course can lift Gen Z graduates’ starting salaries by about 8%, regardless of their chosen career path. The research, which analyzes early-career earnings, signals the growing value of digital literacy as a foundational skill for today’s economy. Data from reputable institutions suggests that the payoff can be larger for students from underrepresented groups, highlighting CS education as a tool for social mobility.

A new study from the University of Maryland has revealed a compelling link between high school computer science education and future salary prospects, showing that just one computer science class can raise Gen Z graduates’ starting salaries by an average of 8%, regardless of which career path they choose (Fortune). The research delivers a wake-up call to educators, employers, and policymakers around the world—including in Thailand—about the growing importance of digital literacy as a foundational skill in today’s economy.

China’s bold experiment in introducing artificial intelligence (AI) education to primary schoolers is sending shockwaves through classrooms—and corporate boardrooms—around the world. As six-year-olds in Beijing begin learning about the building blocks of AI, over 250 chief executives from top global companies, including Microsoft, Airbnb, and Uber, are demanding similar lessons for American students in the hopes of unlocking economic and social benefits on a global scale (Fortune, MSN). The move marks a pivotal moment not just for the United States, which is now scrambling to keep pace, but for Thailand and the wider world, where the question is no longer whether AI belongs in childhood education—but when and how.

Thailand watches China’s move to begin AI education for primary students with keen interest. In Beijing, six-year-olds are already exploring AI fundamentals, while thousands of global business leaders urge the United States to adopt similar approaches. The ripple effect raises questions not only for the US, but for Thailand and other nations as they consider when and how to weave AI into early learning.

China has embedded AI into schooling through nationwide guidelines. Starting this school year, Beijing schools will provide at least eight hours of AI-focused instruction annually, blending algorithmic thinking, coding, and hands-on experimentation with smart devices. The aim is to build digital literacy, problem-solving, and STEM readiness from the earliest grades. Thailand’s policymakers are monitoring these developments as they seek to boost competitiveness and reduce educational gaps.

The global debate over the risks posed by artificial intelligence (AI) has reached a new fever pitch, with leading researchers, tech executives, and policymakers openly questioning whether AI could one day pose a true existential threat to humanity. Recent studies and expert panels have challenged both alarmist and skeptical views—and reveal that public concern may be more nuanced than headlines suggest.

Recent months have seen questions about AI’s potential for disaster take centre stage in academic journals, global news media, and even in major tech conferences. The high-profile article “Behind the Curtain: What if predictions of humanity-destroying AI are right?” published by Axios, thrusts this conversation into urgent focus. The central question: What if the so-called “AI doomers” are correct, and humanity is genuinely at risk from the unchecked development of intelligent machines capable of self-improvement or unpredictable behaviour? This provocative scenario is not limited to science fiction; it now commands the attention of some of the world’s leading scientific minds and regulatory bodies.

A global debate over artificial intelligence continues to intensify. Leading researchers, policymakers, and industry figures ask: could AI ever threaten humanity at its core? While some warn of catastrophic futures, others urge caution about current harms. The result is a nuanced conversation that matters for Thai readers as technology touches daily life in education, health, culture, and tourism.

For Thais, existential questions may seem distant, but AI’s reach is immediate. Social media feeds, health diagnostics, and business operations increasingly rely on AI. Understanding the debate helps Thai policy makers, educators, and practitioners shape safer, more beneficial deployments.

Recent graduates in computer science—long regarded as having the most assured path to professional success—are confronting an unexpected reality: unemployment rates within their ranks are now among the highest for any undergraduate major, prompting a critical reevaluation of the “learn to code” mantra that has shaped global education policy and vocational planning over the past decade. According to a recent analysis based on the latest labor market report from the Federal Reserve Bank of New York, the unemployment rate for new computer science (CS) graduates in the United States has ballooned to 6.1%, while those holding degrees in computer engineering fare even worse at 7.5% (Newsweek). This stands in stark contrast to the overall recent graduate unemployment rate of 5.8%, challenging assumptions not only in Western economies but also in rapidly digitizing societies such as Thailand.

A fresh wave of unemployment among new computer science graduates is prompting Thai educators and policymakers to rethink the country’s digital-skills strategy. In the United States, recent analysis based on the latest labor market data shows unemployment for new CS graduates around 6.1%, with computer engineering graduates at about 7.5%. While these figures come from abroad, they spark questions about whether Thailand’s own coding boom is sustainable as automation and AI reshape entry-level roles.

A new study shows that simply tagging content as AI-generated can increase people’s belief in their own creativity. This psychological effect could influence education, business, and digital culture in Thailand. The research, summarized by PsyPost, indicates Thai viewers exposed to “AI-labeled” works feel more creatively confident, regardless of the content’s actual quality.

As AI-generated text, images, and ideas become more common in Thailand—from LINE chatbots to smart-city initiatives—this effect raises questions about how AI branding shapes self-perception and motivation. According to the study, participants who saw content marked as “AI-created” reported higher creativity confidence than those who viewed the same material without a label. The finding prompts educators and employers to consider how visible cues about artificial authorship might influence learning and innovation.

A groundbreaking new study has found that simply labeling content as generated by artificial intelligence can make people feel more creative themselves—a psychological effect that could carry big implications for education, business, and digital culture in Thailand. The research, published recently and summarized by PsyPost, suggests that Thai users exposed to “AI-labeled” works may experience an uptick in their own creative self-belief, potentially impacting everything from classroom engagement to workplace innovation.

A global coalition of more than 250 CEOs, including leaders of top technology and business firms such as Microsoft, Airbnb, Salesforce, and LinkedIn, has publicly called for artificial intelligence (AI) and computer science (CS) classes to become standard graduation requirements in high schools across the United States. Organized by the nonprofit Code.org and the CSforALL coalition, the letter—published on May 5, 2025—marks the start of the “Unlock8” campaign, which aims to ensure all students are equipped with foundational digital skills for the rapidly evolving AI-driven economy (Axios; PR Newswire).

A global coalition of more than 250 CEOs, including leaders from Microsoft, Airbnb, Salesforce, and LinkedIn, is urging high schools to make artificial intelligence (AI) and computer science (CS) mandatory graduation requirements in the United States. The campaign, called Unlock8 and organized by Code.org and the CSforALL coalition, signals a widening push for digital literacy as AI reshapes work and society worldwide.

For Thai readers, the move highlights a broader trend in education policy: moving beyond literacy and numeracy to include digital fluency and AI competency. Thailand can draw useful lessons from this shift as it plans how to prepare its students for a rapidly evolving, AI-driven economy.