#Teachertraining

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.

A recent review of North Carolina school districts shows many lack formal policies on how AI is used in classrooms. The finding highlights questions about preparedness, equity, and integrity that matter well beyond the United States. The study looked at 26 districts; 17 had written policies, eight had no formal guidance, and one did not respond. Educators say AI is already reshaping teaching, so policy gaps could affect implementation. Controlled trials in U.S. universities indicate measurable benefits when AI tools are integrated thoughtfully, but absence of policy does not negate potential. For Thai educators, policymakers, and parents, the North Carolina snapshot offers a cautionary example: without clear guidance and teacher training, schools risk missed opportunities and harms such as cheating, bias, and widening digital gaps.

Across Bangkok’s gleaming tech districts and Thailand’s rural villages, a widening educational gap threatens the nation’s digital ambitions. Global analyses show many schools still miss basic computer science instruction, leaving millions unprepared for an economy shaped by artificial intelligence and automation. In Bangkok, a thriving tech scene contrasts with remote provinces where students have far fewer opportunities to develop computational skills.

Data from international assessments reveal that only about half of public high schools in advanced economies provide meaningful computational thinking education, and rural schools face the strongest barriers. In Thailand, urban centers such as Bangkok and Chiang Mai generally offer stronger technology programs, while northeastern provinces and southern fishing communities lag behind. This gap risks turning Thailand into a nation of digital consumers rather than creators, undermining the goal of becoming a regional technology hub.

A new report reveals that half of high schools in New York’s Capital Region do not offer any computer science courses, sparking concern among educators, policymakers, and technology experts about whether students are being adequately prepared for an artificial intelligence-driven future. The findings, published by the Center for an Urban Future, highlight a pervasive gap in foundational technology education just as computational literacy becomes an increasingly essential skill for navigating tomorrow’s job market (Times Union).

In Bangkok’s gleaming technology districts and Thailand’s remote rural villages, a critical educational divide threatens the nation’s digital ambitions. Recent analysis of global education patterns reveals that vast numbers of schools worldwide—including half of all high schools in developed regions—fail to offer basic computer science instruction, leaving millions of students unprepared for an economy increasingly dominated by artificial intelligence and digital automation.

The Center for an Urban Future’s comprehensive report on New York State education exposes a troubling reality that mirrors challenges across Southeast Asia. Despite government rhetoric about digital transformation and Thailand 4.0 initiatives, foundational computational skills remain absent from most Thai classrooms. This educational gap threatens to create a generation of digital consumers rather than digital creators, potentially undermining Thailand’s ambitious plans to become a regional technology hub.

As artificial intelligence (AI) rapidly transforms daily life, a growing chorus of education experts is calling for AI literacy instruction to begin in early childhood, well before traditional school years. A recent article in The 74 Million highlights the urgent need to support the youngest learners—those even before kindergarten—with critical skills for an AI-driven world, warning that waiting until primary school may squander a vital developmental window (the74million.org).

This call to action comes as nearly 70 leading technology companies and associations in the United States recently pledged to support accessible AI education initiatives for all K-12 students under a government-backed initiative. However, early childhood advocates and researchers warn that the focus on formal schooling, starting in kindergarten, misses a crucial period of early brain development. During the early years—birth to five—children’s brains form connections at their fastest rate, cementing the foundational skills most crucial for lifelong learning and adaptation.

AI is reshaping daily life, and education experts say AI literacy should begin in early childhood. A recent feature highlights the value of equipping the youngest learners with AI skills before they start kindergarten. The message: delaying this education could miss a critical window for brain development.

Around the world, a coalition of technology companies and associations in the United States has pledged to support accessible AI education for all K-12 students as part of a government-backed initiative. Early childhood researchers, however, warn that focusing solely on formal schooling can overlook a period when children learn at their fastest pace. From birth to age five, the brain forms connections rapidly, laying the groundwork for future learning and adaptability.

Recent global advancements in artificial intelligence (AI) are upending assumptions about the future of computer science education, challenging educators, policymakers, and technology leaders across Thailand to elevate training standards and focus on foundational skills over rote learning. Contrary to fears that AI tools might eliminate the need for coding or computer science training, research and initiatives unfolding in Thailand and beyond suggest that AI will instead prompt a systemic overhaul—raising the bar for quality instruction and empowering both teachers and students with potent new capabilities.

AI breakthroughs are reshaping computer science education in Thailand. Rather than replacing coding, AI is prompting a reform that centers problem solving, critical thinking, and deep conceptual understanding. The aim is to raise teaching quality and empower both teachers and students with advanced tools.

Traditionally, computer science education relied on memorization and repetitive coding tasks with limited hands-on work. As AI tools such as code assistants and automated debugging become common, the field requires higher-level competencies. The result is a shift toward a thoughtful, interdisciplinary approach to building tech talent.

A new study from a U.S. liberal arts college offers timely lessons for Thai educators and policymakers as Thailand expands digital learning under the “Thailand 4.0” vision. The findings highlight both the transformative potential of technology in schools and the ethical questions that accompany rapid integration.

The research centers on a compulsory course called Computers and Society, which invites students from various disciplines to question the promises and perils of modern computing. Instructors stress the importance of critical thinking and understanding the societal implications of technology, underscoring that digital tools are now ubiquitous and new dilemmas continually arise. This perspective resonates with Thailand’s push for broader digital literacy, even as gaps in access and guidance persist.

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.

Recent headlines have ignited a lively debate among educators, psychologists, and parents about a long-repeated phrase: “good job.” Emerging research, prominent opinion columns like the recent Globe and Mail feature, and expert commentary are challenging the effectiveness—and even appropriateness—of generic praise in child development. As the school year draws to a close in Thailand, understanding the science behind praise has practical implications for teachers, parents, and policymakers seeking to nurture resilient, self-motivated youth.

A growing debate among educators, psychologists, and parents questions the value of generic praise like “good job.” New findings and thoughtful commentary suggest that how praise is delivered matters as much as if it is given. As Thailand’s school year ends, understanding these ideas can help teachers, parents, and policymakers support resilient, motivated students.

In Thailand, phrases such as “ทำดีมาก” (tham dee mak – “good job”) are common in classrooms and homes. They carry cultural weight in a society that highly values achievement and family harmony. Yet recent research indicates that blanket praise may not be the most effective way to foster long-term growth or intrinsic motivation.

A wave of recent studies is reshaping how we think about ADHD. Researchers question whether ADHD is a fixed, lifetime brain disorder and whether the traditional medical model serves everyone it intends to help. With rising global diagnosis rates and more stimulant prescriptions, including in Thailand, the conversation matters for clinicians, families, and students alike.

ADHD has long been described as a chronic neurodevelopmental condition marked by inattention, hyperactivity, and impulsivity that disrupt daily life. For decades, stimulant medications such as methylphenidate and amphetamine have been widely used, grounded in the belief that they correct a biological imbalance. Yet prominent voices in medicine warn that current science does not fully align with real-world experiences of patients, families, and classrooms in Thailand and beyond.

Generative artificial intelligence is no longer a novelty in classrooms. Across the United States, teachers increasingly view AI as a vital educational tool rather than a nuisance. This shift holds lessons for Thailand as AI reshapes teaching and learning in global classrooms.

Since tools like ChatGPT emerged in education, schools have moved from blanket bans to thoughtful, strategic use. Early concerns around cheating, misinformation, and disruption gave way to policies that promote ethical integration and targeted AI literacy. A Bangkok-friendly takeaway is the importance of vetting tools, safeguarding student privacy, and tailoring software to fit age-appropriate learning.

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 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.

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).

As artificial intelligence reshapes economies and daily life, educators warn that Thai students must gain broad access to computer science education to compete in the digital era. A recent opinion piece in The Desert Sun argues that understanding computer science is becoming as essential as reading, given AI’s reach across industries and everyday activities.

Thailand faces a stark reality: only a minority of students experience meaningful computer science before university. The government has begun integrating technology in classrooms, but experts say current plans and implementation lag behind the urgent global transformation driven by AI.

A major new study has brought to light an enduring problem both globally and in Thailand: despite the growing influence of neuroscience in education, persistent misconceptions—so-called “neuromyths”—continue to misinform the way teachers, especially those in early childhood education, understand and apply brain science in their classrooms. The research, published on April 22, 2025, surveyed over 520 early childhood educators in Australia, revealing that many still believe debunked ideas, such as the necessity of catering to “learning styles” or the notion that students are either “left-brained” or “right-brained” thinkers. Experts warn these myths are not just harmless misunderstandings, but may actively undermine effective teaching and learning—an issue with clear implications for Thai educators and policymakers ScienceAlert.

A new international study highlights a persistent issue in education: despite growing interest in brain science, many teachers still cling to neuromyths that distort how they teach. The research, published in 2025, surveyed more than 520 early childhood educators in Australia. It found that while some myths have faded, others persist, such as the belief in fixed “learning styles” or the idea that students are strictly left-brained or right-brained. Experts warn these misconceptions can hinder effective teaching and learning, with clear implications for Thailand’s educators and policymakers.