#AIpolicy

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.

An intensifying mental health crisis is unfolding as more individuals with body dysmorphic disorder (BDD) turn to AI chatbots like ChatGPT for judgment and validation of their physical appearance—a trend that experts warn is exacerbating anxiety, distress, and even dangerous self-harm tendencies. This development, revealed by new reporting in Rolling Stone, signals a troubling intersection between rapidly advancing artificial intelligence and widespread vulnerability around body image, particularly among those already struggling with obsessive appearance-related concerns. The phenomenon is relevant to Thailand’s ongoing digital transformation, growing mental health challenges among youth, and a cultural landscape in which social media already plays a powerful role in shaping self-perception.