#EdTech

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.

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.

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.

Artificial intelligence is reshaping the teaching profession on a global scale, as tools like ChatGPT find new roles in classrooms ranging from lesson planning to student engagement. Recent developments, highlighted by a survey released by Gallup and the Walton Family Foundation, suggest that six out of ten US K-12 public school teachers now incorporate AI tools into their daily work, with the trend rapidly accelerating among high school instructors and early-career educators. As debates about AI’s place in education intensify, both the benefits and challenges of these technologies are becoming increasingly relevant for Thai teachers, students, and policymakers.

A surge in innovative educator-driven strategies is reshaping how computer science is taught in schools, as new research and classroom experiences reveal fresh methods to engage young learners and equip them for a digital future. A recent story from EdSurge highlights how a blend of professional learning and grassroots creativity is making computer science “click” not only for students, but for teachers with little or no prior technical background (EdSurge).

A new study from the Massachusetts Institute of Technology (MIT) has ignited debate over the cognitive impact of AI writing tools like ChatGPT, revealing that their use significantly reduces brain activity and leads to less creative, more “soulless” work. The findings, published in June 2025, raise questions over the future role of artificial intelligence in education, as policymakers and educators across the world—including in Thailand—navigate the integration of new technologies in the classroom.

A provocative new article titled “12 reasons to ignore computer science degrees” published by CIO.com has ignited vigorous debate in the global and Thai tech communities. The piece challenges the long-held assumption that computer science (CS) degrees are a necessary ticket to a thriving career in technology, spotlighting changes driven by artificial intelligence, low-code tools, and the shifting demands of the IT job market. As the technology landscape rapidly evolves, the question is more relevant than ever: Is a university degree in computer science still the golden key to tech hiring, or has that paradigm shifted?

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.

Artificial intelligence is rapidly revolutionizing the field of history, offering historians both powerful new tools and unprecedented dilemmas, according to recent research and expert testimony reported by The New York Times (nytimes.com). As large language models (LLMs) like Google’s NotebookLM and OpenAI’s ChatGPT gain traction, scholars are reckoning with the profound changes AI might bring to the process of researching, organizing, and ultimately narrating our shared past—a phenomenon with significance for educators, students, and even policymakers in Thailand.

The Future of Education Technology Conference (FETC) in Orlando this year spotlighted one of the most pressing challenges in global education: making computer science accessible for every student and teacher. With more than 9,000 participants from around the world, experts at the event—including the director of computer science education for an international robotics firm—discussed how tools like block-based programming are leveling the playing field for young learners and non-expert educators alike. For Thailand, where the push for digital transformation is accelerating, these developments resonate strongly with efforts to bridge digital divides across urban and rural classrooms.

As the digital revolution accelerates across industries, a new cohort of career-changers and non-traditional computer science students is finding its way into graduate-level tech education—even without a CS degree. Recent developments in higher education now offer aspiring Thai and international students alternative routes into a Master’s in Computer Science (CS), opening doors to high-demand tech careers for those from diverse academic backgrounds. This shift marks a significant step toward inclusivity in technology and is already changing the landscape for both working professionals and students considering a future in IT.

In a sweeping move to uphold the integrity of its gaokao college entrance examinations, China’s leading artificial intelligence companies temporarily suspended several AI chatbot services during the nation’s high-stress exam period, according to multiple reports including The Verge and Bloomberg. This sudden deactivation of key AI features marks a significant line of defense in the global battle against high-tech academic dishonesty, with important implications for countries like Thailand, where similar challenges are poised to reshape the educational landscape.

In a world where artificial intelligence (AI) is rapidly revolutionising industries, the chief product officer at Microsoft has urged students worldwide, including those in Thailand, to continue prioritising computer science and coding education. Her remarks challenge growing beliefs that software engineering may soon become obsolete due to AI’s accelerating capabilities, underscoring that computing skills remain essential for the next generation of Thai professionals.

The comments, made during a recent episode of “Lenny’s Podcast” and reported by Business Insider, directly refute notions that traditional programming will soon be unnecessary. The Microsoft executive, who oversees consumer and enterprise technology experiences, emphasized, “A lot of folks think about, ‘Oh, don’t bother studying computer science or coding is dead,’ and I just fundamentally disagree.”

Miami’s public schools have embarked on the largest artificial intelligence (A.I.) classroom rollout in U.S. history, equipping over 105,000 high school students with Google’s Gemini chatbot and training more than 1,000 educators on cutting-edge A.I. tools. In a stunning reversal from initial bans on classroom chatbots, leaders in the nation’s third-largest school district say this rapid adoption is crucial to readying students for a future dominated by digital intelligence—an approach that could have profound implications for education reform in Thailand and beyond (NY Times).

College professors across the United States are rapidly adopting generative artificial intelligence tools such as ChatGPT to prepare course materials, grade assignments, and even provide student feedback—a trend sparking frustration and debate among students, who question whether AI-generated content shortchanges the human value they expect from their education. The issue was brought into sharp public focus by recent student complaints at top-tier institutions, including a widely discussed case at Northeastern University, fueling a broader conversation about ethics, transparency, and educational quality in the era of AI-enhanced teaching.

Yale University has announced a major change to its computer science curriculum, ending the long-standing practice of allowing students to bypass the “Introduction to Computer Science” course by passing a waiver exam. From the fall of 2025, all students aspiring to enroll in the pivotal “Data Systems and Programming Techniques” (CPSC 2230) course must first complete either “Introduction to Computer Science” (CPSC 2010) or “Introduction to Information Systems” (CPSC 2000), closing a pathway that many advanced students have used for years.

A growing number of college students in the United States are deliberately inserting typos and stylistic “flaws” into essays generated by artificial intelligence (AI) chatbots, in a strategic move to bypass AI-detection tools. This evolving trend is not only reshaping the dynamics of academic integrity but also highlighting deeper questions regarding the role of technology, creativity, and self-discipline within higher education institutions. As Thailand universities and educators closely monitor international developments in AI-assisted learning, the latest research underscores the urgency for reassessing the relationship between students, digital tools, and academia’s expectations (Yahoo News, 2025).

A wave of educational innovation is breaking down barriers to computer science, making coding more accessible to both students and teachers globally, with direct relevance to Thailand’s evolving education landscape. At the 2025 Future of Education Technology Conference (FETC) in Orlando, experts highlighted the impact of block-based programming tools and a shift in teaching philosophy that could help close Thailand’s digital divide and inspire the next generation of coders.

Across the world, computer science is increasingly recognized as a core future skill. However, many Thai students face steep entry barriers: English-based coding languages, lack of resources, and a shortage of trained teachers. These challenges mirror wider global concerns, but new research and classroom strategies suggest a promising path forward. Block-based programming—where users snap together visual code blocks to build programs—eliminates the intimidating syntax of traditional text-based coding. According to the director of computer science education at VEX Robotics, block-based languages support learning in students’ native tongues and reduce linguistic obstacles: “When you do traditional text-based programming like Pascal, C++, or Python, you’re essentially programming in English, but with block-based programming, you can do it with Chinese, Spanish, Arabic or your native language. It reduces a barrier for them to just get their steps in and say, ‘Hey, I’m able to program’” (PBS NewsHour Classroom).

Generative artificial intelligence, once viewed with suspicion and outright bans in schools, is now increasingly seen as a vital educational tool by K-12 teachers across the United States, according to the latest reporting and research. This evolution from nuisance to necessity signals a pivotal moment in education, with implications and potential lessons for Thailand as AI reshapes global classroom practices. (washingtontimes.com)

The discussion around AI in primary and secondary education has matured rapidly since 2022, when tools like ChatGPT first appeared on the academic scene. Initially, schools and teachers were quick to ban generative AI platforms due to fears of increased cheating, misinformation, and a perceived threat to traditional pedagogies. However, facing the realities of digital transformation, educators soon realized that AI technologies could be harnessed for positive learning outcomes—if they were strategically and ethically integrated into curricula.

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).

As parenting in the digital age becomes increasingly entangled with technology, a new book challenges parents not to reject digital tools, but to rethink their relationship with them in ways that serve both themselves and their communities. Amanda Hess’s “Second Life: Having a Child in the Digital Age,” recently discussed in Mother Jones, offers an incisive examination of the powerful hold technology exerts on modern parenting, and ultimately proposes a gentler, more honest approach to navigating the inevitable blend of screens, apps, and algorithms that now accompany family life (Mother Jones).

As artificial intelligence (AI) rapidly reshapes economies and societies worldwide, leading educators are warning that Thai students must urgently gain broader access to computer science education to thrive in the digital future. The international debate, exemplified by a recent analysis published in The Desert Sun, argues that understanding computer science is now as fundamental as reading, with AI’s pervasive influence touching nearly every industry and aspect of daily life (desertsun.com).

In the digital age, Thai parents are bombarded with advice about using parental controls, but new research and expert consensus confirm an unsettling truth: no matter how diligent parents are, technology’s current safeguards fall short of genuinely protecting children online. This reality, revealed by recent studies and policy debates, underscores a growing call for government and industry accountability, echoing urgent lessons from the United States that resonate strongly with Thailand’s increasingly tech-centric society (Inquirer).

Cutting-edge research has pulled back the curtain on the brain’s secret playbook for learning, unveiling rules that govern how we master new skills and knowledge—a discovery with profound implications for both education and artificial intelligence (AI). Scientists, backed by the U.S. National Institutes of Health (NIH), harnessed revolutionary synapse imaging technology to observe real-time changes among the brain’s neurons during learning, uncovering patterns that promise new understanding of how we become smarter—with practical lessons for schools in Thailand and emerging AI technologies worldwide SciTechDaily.