3624 signals of change

The City of Buenos Aires has implemented an Artificial Intelligence (AI) strategy, training over 30,000 teachers in its pedagogical use. More than 2,000 teachers have designed their own AI assistants. The initiative, which includes virtual courses and in-person meetings, aims to enhance learning and teaching. It also supports the city's Biliteracy Plan, reaching nearly 190,000 students and publishing three pioneering AI guides for the educational community.

The Ministry of Education of the City of Buenos Aires, Argentina, is developing resources and training for schools on responsible AI use. They have published three documents: a critical use guide, pedagogical experiences, and a governance framework, to ethically integrate AI into the education system.

Kenyan President Ruto and US Senator Rubio met during the 81st UN General Assembly, discussing trade, AI, and regional security. They are broadening cooperation in emerging sectors, particularly artificial intelligence (AI) and its application in health, education, and financial services. Talks also covered responsible AI governance and critical minerals.

Google is providing 100,000 scholarships through the AI Skills Coalition, an International Telecommunication Union (ITU) initiative, to expand access to Artificial Intelligence (AI) skills globally. These scholarships support over 200 courses in 80+ countries, offering practical, certified, and locally-tailored training to bridge the digital skills gap and promote inclusive AI adoption.

OpenAI is expanding its OpenAI Academy with new learning paths for developers, leaders, educators, and college students. These courses, including "AI for Educators" and "AI for College Students," aim to help individuals and organisations apply artificial intelligence safely and effectively, focusing on practical tasks and using AI as a learning tool.

An MIT report warns that students' over-reliance on generative AI is causing "cognitive surrender," diminishing critical thinking, weakening memory, and eroding confidence. While some educators are concerned about declining exam scores and class participation, university administrators often advocate for AI adoption to prepare students for future workplaces, despite the reported negative consequences.

Former Chief Justice Willy Mutunga urged Kenyan universities to integrate AI into legal training, highlighting its potential for efficiency and routine tasks. Zetech University, during a scholarship unveiling, confirmed it has incorporated AI into its Bachelor of Laws programme, teaching ethical use, risks, and limitations. The university developed guidelines to ensure AI enhances, rather than replaces, student learning.

As AI risks displacing labour, experts suggest a "robot tax" (automation impact levy) to fund social safety nets, reduced working hours, or Universal Basic Income. This tax aims to slow automation and generate revenue for transition policies. Challenges include defining what to tax and the absence of metrics for automation-induced displacement.

Researchers introduced life-sized, AI-powered Holographic Conversational Agents (HCAs) on Proto displays, portraying Ada Lovelace and Averroes, for education and public engagement. They developed a reproducible pipeline and an EDI-informed persona design. An evaluation with staff and students found strong perceived usefulness, engagement, and social presence, with clear intent to reuse in classes and exhibitions.

A survey of 412 undergraduate business students in Oman found Generative Artificial Intelligence (GenAI) use positively associated with GenAI dependence and self-perceived employability. After accounting for dependence, GenAI use also showed a positive association with self-reported critical thinking disposition.

An exploratory case study (n=21 preservice teachers) examined AI student avatars for educational dialogue practice. Participants found 10-minute avatar exchanges clearly functional and moderately authentic. Metadata indicated balanced participation, with avatars acting as responsive counter-voices, suggesting valuable learning opportunities.

A 2024 qualitative study with 36 Vietnamese Generation Z participants found their over-reliance on Generative Artificial Intelligence (GenAI) was motivated by habitual trust, cognitive offloading, and an emphasis on efficiency over accuracy.

A study investigated Iranian EFL university students' lived experience of Generative Artificial Intelligence (GenAI)-mediated writing assessment. Interviews revealed a structural double-bind: the assessment system demands independent work while GenAI tools are available but unregulated, creating a complex subjective, affective, and moral experience for learners.

A World Economic Forum article highlights that AI is disrupting entry-level jobs, with over a third of young workers in highly exposed roles. Employers now prioritise soft skills like learning agility, curiosity, resilience, and emotional intelligence, which AI cannot replicate. Experts argue university degrees are insufficient, advocating for work-based learning and apprenticeships to develop both technical and soft skills, requiring collaboration from governments, employers, and educators.

Brazil's National Education Council approved AI guidelines for education, prohibiting AI from grading essays and restricting independent use for younger children. Ricardo Henriques (Unibanco Institute) warns that without trained teachers, data protection, and monitoring, AI could exacerbate inequalities in vulnerable schools. Public authorities must provide support, training, and infrastructure to ensure equitable implementation.

A review proposes a framework linking AI usage, digital behaviour, and psychological well-being in Generation Z university students. It argues AI and digital technologies have both facilitative and detrimental effects across five well-being dimensions. Generative AI tools like ChatGPT can reduce cognitive load, but uncontrolled reliance is associated with negative impacts.

A 12-week intervention with 42 Algerian university English for Academic Purposes (EAP) students explored Critical Plurilingual AI Literacy. The study aimed to assess if this pedagogy could change students' perceptions and foster sociolinguistic agency, enabling them to direct Artificial Intelligence (AI) to use multiple languages and challenge its monolingual norms.

A systematic meta-analysis of 42 studies synthesised global evidence on the psychological impacts of digital transformation in education, including the use of Artificial Intelligence (AI). It focused on learning engagement, motivation, cognitive/metacognitive processes, self-regulation, and institutional factors, noting incomplete evidence on how these phenomena affect various outcomes.

The Gates Foundation pledged $1 billion for artificial intelligence initiatives in global health and education. Approximately $400 million is allocated to each sector, with $100 million for agriculture and $100 million for AI training data in underserved languages. Partners include Google.org, Microsoft's AI for Good Lab, OpenAI (with a $50 million pilot in Rwanda), and Anthropic.

East African nations like Kenya and Rwanda are integrating Artificial Intelligence (AI) into their public sectors, including education, for efficiency. Kenya uses its Data Protection Act (2019) and National AI Strategy, drafting an AI Bill. Rwanda has a National AI policy. Both focus on capacity building and ethical governance, with Kenya hosting UNESCO ITU training for public sector leaders.