#Edtech

A growing chorus warns that AI tools like ChatGPT erode academic integrity. Yet student voices tell a more nuanced story: AI is being embraced as a pragmatic response to disrupted education, resource constraints, and post-pandemic realities. Rather than laziness, many students see AI as a tool to navigate upheaval and maintain momentum in higher education, especially as they juggle part-time work and financial pressures.

The UK experience mirrors Thailand’s concerns: educators and policymakers grapple with assessment fairness, digital learning, and AI ethics. A recent student-led commentary argues that learners are not abandoning study; they are struggling to keep pace with changing expectations and uneven evaluation methods. For Thai universities, these insights underscore the urgency of clear AI guidelines, stable assessments, and equitable access to digital resources.

As artificial intelligence tools such as ChatGPT become increasingly integrated into education systems worldwide, much of the narrative has focused on a supposed crisis of academic integrity. Critics warn of students cheating en masse, forfeiting genuine learning, and entering the workforce less prepared than their predecessors. Yet, first-hand student perspectives reveal a more nuanced reality: the rapid embrace of AI in higher education is less about laziness and more about adapting to systemic upheaval, resource scarcity, and the lingering aftershocks of the Covid-19 pandemic (The Guardian).

Texas has become the latest—and one of the largest—states in the United States to ban students’ use of cell phones in all public K-12 schools, following the signing of House Bill 1481 by the state governor earlier this week (KXAN). The law gives individual districts two options for compliance: either prohibit all student devices on school property outright, or require students to store their phones securely and inaccessible during the school day (KHOU). The ban is set to take effect across the state for the 2025–2026 academic year (Statesman).

A sweeping Texas policy bans student use of cell phones in all public K-12 schools, taking effect in the 2025–2026 academic year. Districts must either prohibit devices on campus or require students to store them securely during the school day. The move follows concerns about digital distractions, student well-being, and classroom discipline, and it has sparked a global debate about technology in education.

For Thai educators and policymakers, the Texas case offers a timely point of reflection. Smartphone use among youth has surged in Thailand and around the world, reshaping how students learn, interact, and manage information. While some studies link unregulated use to lower focus, increased bullying, and mental health challenges, others warn that outright bans may overlook deeper systemic issues and could cut off useful learning tools and communication channels.

A global survey shows nearly 30% of teachers use AI tools weekly, potentially saving about six weeks of work per year. This rapid adoption is reshaping how teachers plan lessons, grade work, and support students. For Thailand, the trend holds promise for easing workloads and improving educational quality, especially where shortages and administrative duties are pressing.

Researchers from Gallup report that AI is increasingly integrated in classrooms worldwide. Data suggests teachers who use AI regularly save time through faster grading, quicker resource generation, and streamlined administrative tasks. In Thailand, public schools face similar bottlenecks, and AI adoption could boost both teacher well-being and student outcomes.

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.

A new wave of digital tools is reshaping classrooms in Thailand and around the world. A recent Gallup and Walton Family Foundation poll shows that six in ten K-12 public-school teachers in the United States now use artificial intelligence to grade papers and plan lessons. While AI reduces busywork and helps teachers manage workloads, many educators worry that students may become overly dependent on technology, potentially weakening independent thinking and problem-solving skills. The findings offer a glimpse into issues likely to surface in Thailand as the education system goes deeper digital.

California’s public colleges are spending heavily on AI-detection tools to curb plagiarism and AI-assisted cheating. Yet a growing body of evidence points to blind spots, privacy risks, and questionable educational value. The California case offers a cautionary preview for Thai educators as digital learning expands nationwide.

The surge of AI writing tools like ChatGPT has unsettled professors who worry students may not be the true authors of their work. In response, providers began marketing detection systems that promise to identify both plagiarism and AI-generated writing. California State University recently budgeted an additional sum for Turnitin’s AI-detection upgrades, pushing annual licensing past the seven-figure mark. Across the state, Cal State campuses have spent millions on Turnitin since 2019, with many community colleges and University of California campuses adopting similar contracts. These findings come from investigative reporting by CalMatters and The Markup, which examined spending and policy choices across the system.

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 classrooms around the world, and Thailand is no exception. Tools like ChatGPT are being explored for lesson planning, student engagement, and administrative tasks. A recent international survey by Gallup and the Walton Family Foundation found that six in ten US K-12 teachers use AI regularly, a trend that is accelerating among high school instructors and early-career educators. The findings offer lessons for Thai teachers, students, and policymakers navigating AI’s growing role in education.

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 wave of teacher-led innovations is reshaping how computer science is taught in schools. New studies and classroom stories show methods that engage students and prepare them for a digital future. A recent feature highlights how professional learning and grassroots creativity help teachers, even those without a strong tech background, make computer science feel approachable and relevant.

For Thai readers, the shift carries immediate relevance. Thailand aims to boost digital literacy and STEM skills among youth as the economy becomes more data-driven. The article follows Utah educators who advanced computational thinking through targeted professional development, weaving CS principles into the early grades and high school subjects. Their approach offers a practical blueprint for making CS accessible, sustainable, and meaningful across diverse classrooms.

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 debate is unfolding in Thai tech circles and beyond about whether a computer science degree remains essential for a thriving technology career. Critics argue that advances in artificial intelligence, low-code tools, and a shifting IT job market are redefining what skills matter most. The question now is whether formal CS education still provides the best return on investment for Thai students and professionals, or if practical, applied routes can deliver comparable or better outcomes.

A new MIT study raises critical questions about how AI writing tools like ChatGPT affect student thinking and creativity. Published in June 2025, the research suggests that using AI writing aids can blunt brain activity and produce more formulaic essays. The findings spark a global conversation, including in Thailand, about how to balance digital tools with foundational skills in classrooms.

The study followed 54 college students who wrote SAT-style essays on philosophical topics, such as the desirability of a perfect society and the moral obligations of the fortunate to help others. Participants were assigned to three conditions: using ChatGPT, using Google Search, or writing without digital help. Researchers tracked brain activity with EEG across 32 brain regions during the writing tasks.

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.

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.

Artificial intelligence is reshaping the study of history, delivering powerful new research tools while raising urgent questions about accuracy and interpretation. As large language models gain traction, historians are reevaluating how to research, organize, and narrate our past. This shift holds clear implications for educators, students, and policymakers in Thailand.

AI excels at processing vast digitized materials quickly—from handwritten archives to books and scholarly papers. For historians at leading universities, the technology promises greater research efficiency and even creative storytelling by surfacing connections and alternative narrative structures. Yet the same capability invites scrutiny over accuracy, context, and the evolving role of the historian.

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 highlighted a global challenge: making computer science accessible to every student and educator. With more than 9,000 participants, experts discussed how block-based programming can level the field for young learners and non-expert teachers. For Thailand, where digital transformation is accelerating, these insights resonate with efforts to bridge urban–rural gaps in classrooms.

Computer science education is becoming essential worldwide, shaping both economies and daily life through digital literacy. In Thailand, the government’s long-range Strategic Plan aims to overhaul curricula so students acquire future-ready skills. Yet barriers remain, including language, teacher training, and infrastructure, especially outside big cities. Data from Thailand’s education sector shows ongoing gaps in resource distribution and access.

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.