#Curriculum

A global debate on teaching Darwin’s theory persists in the United States, while the United Kingdom has moved toward broader acceptance. New research suggests the divide is not only about science; religion, identity, and psychology shape beliefs about human origins. For Thai audiences, the findings offer practical lessons on communicating science with cultural sensitivity.

The controversy in the United States traces back to the 1925 Scopes trial, a symbol of a broader cultural clash over education. Recent surveys show that acceptance of evolution varies by country. In 2020, Pew Research Center found that about 64% of Americans agreed humans and other living things have evolved, 18% did not, and many were unsure. In contrast, roughly 73% of Britons accepted common ancestry. These figures reflect different social dynamics and educational contexts.

Nearly a century after a Tennessee court trial ignited a national debate over whether schools should teach Charles Darwin’s theory of evolution, Americans remain deeply split on the subject—even as much of the world, including the United Kingdom, regards the issue as largely settled. Recent research, as highlighted in a July 2025 article in The Conversation, reveals that this enduring divide is less about scientific evidence and more about the complex interplay of religion, identity, and psychological factors in shaping public beliefs about human origins (theconversation.com).

The University of Washington’s (UW) Paul G. Allen School of Computer Science & Engineering has become a leading example of how academic institutions are radically rethinking computer science education to meet the demands of the artificial intelligence (AI) revolution—an era where, some argue, “coding is dead” and the value of conventional programming is being transformed by generative AI technologies like ChatGPT. This evolution not only reshapes the way students are taught but also raises urgent questions for Thai educators, institutions, and policymakers about how to prepare local graduates for a rapidly changing job market increasingly shaped by automation and intelligent systems.

A leading American university is reshaping computer science education to meet the AI revolution. The shift moves away from traditional coding toward higher-order thinking, system design, and problem definition. Thai educators, institutions, and policymakers face the same challenge: how to prepare graduates for a job market increasingly shaped by automation and intelligent systems.

AI adoption across sectors is prompting universities to revisit curricula that once focused on syntax and programming. Industry signals and workforce adjustments underscore the real-world impact of this shift. According to the university’s director, the emphasis is transitioning from rote coding to the ability to conceptualize problems, design robust systems, and make nuanced decisions. Thai universities are already digital transform engines for businesses, government, and society, so this approach resonates locally.

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.

A landmark bill that would allow North Carolina high school students to substitute advanced mathematics with computer science for graduation and university admissions requirements has cleared a major legislative hurdle, sparking debate about the future direction of education in the digital age. House Bill 415, which passed the North Carolina House Education committee on Tuesday, is now moving on to the House Rules committee, bringing the state a step closer to overhauling its math curriculum requirements and aligning education with the needs of a modern workforce (WRAL).

A landmark bill in North Carolina moves to allow high school students to substitute advanced mathematics with computer science for graduation and college admissions. House Bill 415 cleared the state House Education committee and heads to the House Rules committee, signaling a potential overhaul of math requirements to reflect a digital economy. The debate underscores a broader global discussion on which skills best prepare students for modern work, including the Thai context where digital literacy is increasingly prioritized.

A comprehensive meta-analysis from the Max Planck Institute for Human Cognitive and Brain Sciences maps how the brain processes written language. By reviewing 163 brain-imaging studies, researchers identify distinct brain regions activated at different reading levels—from letters to full texts. The work, summarized in Neuroscience & Biobehavioral Reviews, offers insights with implications for education, mental health, and literacy initiatives in Thailand and beyond.

For Thailand, literacy is a cornerstone of development. National policies emphasize reading proficiency as a driver of social mobility and economic opportunity. Yet functional literacy remains uneven, especially in rural areas and among learners with difficulties. Understanding how the brain decodes written language can guide new strategies to support diverse learners and close gaps in access and achievement.

A new meta-analysis by the Max Planck Institute for Human Cognitive and Brain Sciences offers the most detailed understanding to date of how our brains process written language—a development with profound implications for education, mental health, and addressing literacy challenges in Thailand and worldwide. Published in the journal Neuroscience & Biobehavioral Reviews, the study summarizes decades of neuroscience research, analyzing data from 163 brain imaging studies to construct a highly detailed map of the brain regions activated during different types of reading tasks, from letters and words to sentences and passages.