Professor of Educational Leadership, Pasi Sahlberg, explores the urgent need to rethink how we prepare students for an unpredictable future.

From addressing the new digital divide to teaching students how to fail better, Pasi advocates for empowering young people not just as learners but as co-pilots in transforming education.

In his keynote at EDUtech Asia 2025, Pasi will unpack the global state of education, explore the digital dilemmas facing schools, and share concrete strategies to reshape learning for a fast-changing world.

Don’t miss this must-see keynote! Get your tickets for EDUtech Asia 2025 here.

The post Students Should Be Co-Pilots — Pasi Sahlberg on Education Reform Today first appeared on EDUtech_talks.

Dr. Christine Sommers, explores how blended learning and AI are transforming education. She discusses the benefits of flexible learning models, how AI can enhance both teaching and learning, and the importance of guidelines for responsible AI usage in higher education.

Speaker – Dr. Christine Sommers, Executive Dean for the College of Nursing and Education, Universitas Pelita Harapan

The post Blended Learning & AI in Education – Dr. Christine Sommers, Universitas Pelita Harapan first appeared on EDUtech_talks.

Dr. Jason Bergagnia, Dean of the College of Innovative Teacher Education at the University of Makati, discusses the evolving landscape of teacher education, AI in learning, and technological adaptation. Rediscover the importance and need for educators to embrace change, develop policies for managing AI responsibly, and ensure academic integrity while preparing teachers for global opportunities. Addressing teacher attrition, he highlights the importance of valuing educators and fostering continuous professional development.

Speaker – Dr. Jason Bergagnia, Dean of the College of Innovative Teacher Education, University of Makati

The post The Evolving Role of Teachers in a Tech-Driven World: Dr. Jason Bergagnia, College of Innovative Teacher Education, University of Makati first appeared on EDUtech_talks.

29 November 2024

The University of Sydney is setting the pace with a new sector-leading assessment policy aimed at equipping students to use generative AI responsibly in their studies and future careers. Starting Semester 1, 2025, the University will allow AI tools to be used for assessments by default—except for exams, in-semester tests, or where teaching staff opt-out. This marks a bold step forward in modernising education while maintaining academic integrity.

From Semester 2, 2025, the University will implement a “two-lane approach” to assessments:

1. Secure, in-person assessments
   These will ensure students demonstrate the core knowledge, skills, and attributes detailed in course learning outcomes without external aids.
2. Open assessments
   Designed to embrace modern tools, these will allow students to use generative AI and other resources, fostering critical thinking and adaptability for the contemporary world. Students will be required to produce original work, transparently acknowledging their use of AI and other aids.

Professor Joanne Wright, Deputy Vice-Chancellor (Education), highlighted the significance of the policy:
“This is a substantial change to our teaching assessment and program design, and it is absolutely necessary to ensure our graduates are equipped with the tools they need for the modern workforce. The changes we’re making ensure we are preparing students for their careers without compromising their learning or the integrity of our world-class education.”

The University has launched comprehensive training programs for staff alongside workshops, resources, and ongoing communications to support students and faculty in adapting to these changes. This initiative builds on a series of measures aimed at fostering equitable, effective, and ethical use of AI across the University.

Key initiatives include:

• Partnership with Microsoft: Providing free access to the generative AI tool, Copilot for Web, along with regular training sessions.
• AI Assistant ‘Cogniti’: A groundbreaking tool that allows teachers to create custom AI agents to assist students with syllabus content, answer questions, and deliver instant personalised feedback and support 24/7.

The University of Sydney’s efforts have earned it the title of AI University of the Year at the 2024 Future Campus Awards. These innovations ensure that the institution remains at the forefront of integrating cutting-edge technologies in education, benefiting both students and staff.

With its forward-looking assessment framework, the University is setting a benchmark for higher education, preparing students not only to thrive academically but also to navigate and excel in an AI-driven world.

The post University of Sydney Leads the Way with AI-Integrated Assessments Policy first appeared on EDUtech_talks.

28 November 2024

The global landscape of vocational education has reached a significant milestone with the establishment of the World Technical and Vocational Education and Training League. Announced during the ongoing 2024 World Vocational and Technical Education Development Conference in Tianjin, China, this league represents a transformative step towards fostering international collaboration in vocational training.

After two years of meticulous preparation, the league has been launched to create the most comprehensive, balanced, representative, and inclusive international platform for vocational education. By bringing together a diverse array of stakeholders, the league is poised to shape the future of global vocational training.

The league’s founding members include 89 institutions from 43 countries and regions, encompassing a wide spectrum of higher education institutions, vocational and technical colleges, enterprises, and educational organisations. Notably, over two-thirds of the members are foreign vocational education institutions, underscoring the league’s international essence, highlighted by An Yan, deputy secretary-general of the China Education Association for International Exchange.

Covering a broad range of industries and involving various types of institutions, the league promises to address the multifaceted needs of vocational education. By connecting key players from around the world, it seeks to foster innovative solutions and shared expertise for vocational training challenges.

Prominent voices in education have commended the initiative. Muferihat Kamil, Ethiopia’s Minister of Labour and Skills, highlighted the league’s alignment with Ethiopia’s vision of global collaboration. She described the league as a timely initiative, which reflects the shared goals of countries aiming to develop robust vocational training systems.

As vocational education becomes increasingly essential for equipping the workforce with the skills needed in a rapidly changing world, the league’s formation marks a pivotal moment. By bridging borders and promoting cooperation, the World Technical and Vocational Education and Training League is set to become a cornerstone of global efforts to advance vocational training.

The league’s establishment not only spotlights the significance of vocational education in global development but also opens doors for unprecedented collaboration across nations and industries.

The post World Technical and Vocational Education League: A New Global Platform first appeared on EDUtech_talks.

20 November 2024

The Australian government’s ambitious plan to cap international student enrolments has hit a major roadblock, with the Coalition, Greens, and key Independents declaring their opposition to the contentious legislation. This setback significantly reduces the likelihood of the proposed Education Services for Overseas Students (ESOS) Bill being passed in Parliament.

Opposition Calls Bill “Piecemeal”

The Coalition has dismissed the proposed cap as a “piecemeal approach” to addressing broader immigration and education issues. Opposition figures have hinted at the possibility of more restrictive measures if given the chance. One Coalition member stated, “The proposed cap in the Education Bill before Parliament will not even touch the sides of this problem,” alluding to structural challenges in Australia’s immigration system.

Despite the opposition’s resistance, the legislative impasse has not resolved the growing concerns over visa processing and cancellations. Ministerial Direction 107, which governs visa regulations, has already caused significant disruptions. Many institutions report declining student numbers, with Universities Australia CEO Luke Sheehy estimating a staggering AUD $4 billion loss to the economy and the risk of thousands of university jobs being jeopardised.

Institutions React to the Proposed Cap

The looming threat of the Bill’s January 1 implementation has already forced several universities to take pre-emptive measures. Both Australian Catholic University and UNSW Sydney have temporarily halted international student recruitment to avoid breaching the proposed National Planning Levels for overseas enrolments.

These precautionary moves have highlighted the strain on institutions that were preparing for a constrained enrolment framework. According to Mary Russell, chief executive of the Tertiary Education Quality and Standards Agency, the uncertainty surrounding the Bill has driven some institutions to explore alternative strategies. These include a pivot towards transnational education or discontinuing specific courses altogether to mitigate potential financial losses.

Broader Implications for Australian Education

The ESOS Bill aimed to provide a structured approach to managing international enrolments while addressing concerns over immigration and infrastructure strain. However, its failure to gain bipartisan support has left universities navigating an uncertain policy landscape.

The higher education sector, which relies heavily on international enrolments, continues to grapple with the fallout from tightened visa rules. While some institutions had begun to accept the potential impact of the Bill, others remain in limbo, awaiting clearer directives on how to navigate the current regulatory framework.

What’s Next?

While the opposition has dealt a blow to the government’s proposed legislation, the debate over international student policies is far from over. Stakeholders fear that even without this Bill, future government actions could impose more stringent controls. The ongoing economic and structural challenges underscore the urgent need for a more comprehensive strategy to support Australia’s international education sector while balancing immigration objectives.

As the dust settles, universities and policymakers alike must confront the pressing questions of sustainability, economic growth, and Australia’s position as a global education hub.

The post Australia’s Opposition Blocks International Student Cap Bill first appeared on EDUtech_talks.

14 November 2024

In a step forward for immersive learning, Meta has announced a beta version of its new educational program, Meta for Education, designed specifically for the Meta Quest headsets. This initiative seeks to empower educators with a suite of tools and apps tailored for teaching and training in the digital age.

Back in April, Meta revealed its ambitions to provide education-specific apps and features for Meta Quest, aiming to create a more engaging and interactive learning environment. Now, as part of this vision, Meta has partnered with over a dozen colleges and universities in the U.S. and U.K. to test the Meta for Education beta program.

Participating institutions include Arizona State University, Houston Community College, Imperial College London, Miami Dade College, Morehouse College, New Mexico State University, San Diego State University, Savannah College of Art & Design, University of Glasgow, University of Iowa, University of Leeds, University of Miami, and University of Michigan. These institutions will provide invaluable feedback to shape Meta’s educational offerings before its broader release.

The Meta for Education beta program is designed to enhance learning in subjects like science, medicine, history, and language arts, bringing lessons to life through virtual reality (VR). The Meta Quest headset allows students to experience field trips to distant locations, engage in risk-free hands-on training, and gain perspectives that would be challenging to achieve in traditional classroom settings. This immersive approach taps into the power of the metaverse, making learning more memorable and impactful.

Andrew Sedillo, Director of Microcredentials Instructional Design at New Mexico State University, remarked, “We’ve been very fortunate to beta test a lot of the early prototypes of these programs.” Feedback from institutions like New Mexico State and others will guide Meta in refining and expanding its educational content, ensuring it meets the diverse needs of teachers, trainers, and administrators.

The beta program offers educators a chance to provide input on these new tools, helping Meta evolve the product for its official launch. As VR and metaverse technologies continue to advance, Meta for Education could redefine the classroom experience, transforming how students learn and engage with content across various disciplines. Meta anticipates releasing Meta for Education to a broader audience this winter.

The post Meta Launches Meta for Education Beta Program, Partnering with U.S. and U.K. Universities first appeared on EDUtech_talks.

1 November 2024

Utrecht University has announced plans to phase out six academic programs as part of a sweeping cost-cutting initiative driven by budget cuts from the Dutch government. The programs affected—German, French, Italian, Celtic, Arabic, Islamic Studies, and Religious Studies—will stop accepting new enrolments starting with the 2026-27 academic year and will be fully discontinued by 2030. 

Financial Strain on the Humanities Faculty

Dean Thoms Vassens of the Humanities Faculty explained that the financial viability of these programs has been in question for years, with each enrolling fewer than 25 students annually. The university noted that the decision was not made lightly but was necessary given a projected €7 million deficit in 2025, which could grow to €13 million by 2027. While Utrecht University hopes to manage this restructuring efficiently, potential layoffs are on the horizon. 

Impact of National Policy on University Budgets

The financial crisis facing Utrecht University’s Humanities Faculty is part of a larger trend affecting Dutch universities. In early October, Education Minister Eppo Bruins proposed advancing the Internationalisation in Balance Act, a bill originally crafted by former Education Minister Robbert Dijkgraaf. The legislation would limit bachelor’s programs to offering no more than one-third of their courses in a language other than Dutch.

Additionally, Bruins expressed the need to limit the influx of international students, citing pressures on housing, overcrowded lecture halls, and stress on faculty. This approach has sparked debate, with critics like the University of Amsterdam’s rector Peter-Paul Verbeek warning that such policies risk the country’s international appeal and its ability to address urgent societal issues.

Looking Ahead

As Utrecht University navigates these changes, it joins a growing number of Dutch universities grappling with financial pressures and shifting policies on internationalisation. The closure of these programs signals a pivotal moment for Dutch higher education, as institutions weigh the trade-offs between financial sustainability and maintaining a diverse, international academic environment.

The post Utrecht University to Phase Out Six Programs Amid Government Budget Cuts first appeared on EDUtech_talks.

25 October 2024

Ellucian has recently published its second annual AI in Higher Education Survey, offering an insightful overview of the evolving role of artificial intelligence (AI) across academic institutions. This year’s findings indicate that AI adoption in higher education is gaining significant momentum, with 61% of respondents now using AI for both personal and professional purposes, up from just 26% in 2023.

While the rising use of AI presents exciting opportunities for efficiency and productivity, the report also reveals growing concerns surrounding the ethical implications of AI, particularly in relation to academic integrity and mental health.

Growing Adoption and Increased Value of AI

The most striking finding in the report is the sharp rise in AI adoption over the past year. An impressive 61% of respondents reported using AI, a dramatic increase from the previous year’s 26%. This surge reflects how quickly AI tools are becoming essential to the higher education landscape, with 93% of administrators predicting an increase in AI usage for work-related purposes over the next two years.

AI is being embraced largely due to its potential to improve productivity and operational efficiency across various institutional roles. About 80% of respondents cited these benefits as the primary motivation behind AI adoption.

However, the degree of AI integration varies by business unit, with professionals in External Affairs leading the way and those in Student Affairs trailing behind. According to the survey, 84% of respondents reported using AI in both their personal and professional lives, a notable jump from 52% in 2023.

Concerns About Academic Integrity and Mental Health

Despite the positive outlook for AI in higher education, many respondents expressed concerns about its potential downsides. Nearly 80% of administrators foresee a negative impact on academic integrity due to the widespread use of AI, with worries that AI could undermine critical thinking and even affect student mental health.

In addition to ethical concerns, there are fears about the quality and fairness of AI algorithms. Data privacy, security risks, and potential biases in AI models are on the minds of many, adding to the sense of caution surrounding AI’s rapid proliferation.

Support and Training Lag Behind Demand

Although AI offers immense potential, many higher education administrators are grappling with the challenges of implementing these new technologies. Around 70% of respondents indicated a desire for more training on AI and its applications in higher education. Furthermore, almost 60% noted that they require additional budgets and resources to support the adoption and scaling of AI.

Institutional barriers, including limited understanding of AI’s capabilities and resistance to change, are slowing down broader adoption. The need for greater investment in training and resources will be crucial as AI becomes more deeply embedded in higher education operations 

Predictive Analytics and Positive Impact on Student Success

Despite concerns, respondents remain optimistic about the role AI can play in shaping the future of higher education. For the second consecutive year, respondents voiced confidence in AI’s potential to improve key outcomes such as enrolment and student success. Predictive analytics, for instance, are expected to drive significant improvements by helping institutions better anticipate student needs and enhance the overall educational experience.

Additionally, the report highlights a growing interest in generative AI capabilities, with 15% more respondents embracing AI’s ability to create content compared to last year.

While enthusiasm for AI continues to grow, there are still critical issues that need to be addressed—ranging from ethical concerns to the need for adequate training and support. As AI’s influence expands, institutions will need to strike a balance between leveraging its benefits and addressing the challenges it presents, ensuring that AI enhances the educational experience without compromising integrity or mental well-being.

The post AI Adoption Surges to 61% in Higher Ed, But 80% Worry About Its Impact on Integrity first appeared on EDUtech_talks.

17 October 2024

Quacquarelli Symonds (QS), a global leader in higher education analytics and ratings, has officially announced the acquisition of HolonIQ, a rapidly growing marketing analytics platform recognised for its impact in the education, climate, and health sectors. This acquisition signals a major step for QS as it aims to expand its reach and capabilities across a range of strategic initiatives.

QS, which currently serves over 6,950 institutional and corporate clients, is known for its comprehensive education analytics, benchmarking, and ratings services. With the acquisition of HolonIQ, QS aims to strengthen its ability to address the global skills gap by integrating HolonIQ’s advanced data and AI capabilities. This merger is set to provide enhanced insights and solutions to governments, institutions, businesses, and investors—helping them navigate the rapidly evolving demands of the global workforce.

Jessica Turner, CEO of QS, emphasised the significance of the acquisition, stating: “This acquisition marks a milestone in our evolution as a global leader in education intelligence. By leveraging HolonIQ’s leading-edge technology and analytics, we can empower industry leaders, educators, and policymakers with the data needed to shape critical decisions about the future of education and work.”

HolonIQ, which was founded in 2018, has swiftly established itself as a key player in the global data and analytics market. The platform’s innovative use of open-source frameworks and real-time predictive insights reaches hundreds of thousands of professionals worldwide. According to Patrick Brothers, Co-CEO and Co-founder of HolonIQ, “This acquisition accelerates our vision of delivering rich, rigorous, and timely insights to global decision-makers at a time when technological, digital, political, and economic shifts are profoundly shaping the global economy.”

As QS and HolonIQ join forces, the newly unified entity will focus on several strategic initiatives:

• Expanding HolonIQ’s cutting-edge platform to deliver real-time, predictive insights into global trends, offering invaluable guidance to institutions and policymakers as they face an increasingly complex environment.
• Developing new products and services designed to bridge the gap between education and employment, ensuring graduates are equipped with the skills needed for the workforce of the future.
• Promoting sustainability and social impact by increasing efforts to measure and foster these values within the education sector—an area of growing importance for students, institutions, and employers alike.
• Supporting institutions undergoing digital transformation, offering a suite of tools and resources to help them leverage technology effectively and sustainably in a rapidly changing digital world.

This acquisition not only strengthens QS’s position in the global education market but also provides its clients with access to enhanced, data-driven insights that are essential for navigating the future of work, education, and societal impact.

The combined expertise of QS and HolonIQ will undoubtedly pave the way for a more integrated and robust offering, enabling institutions and organizations worldwide to make more informed, data-driven decisions that shape the future of education and employment.

The post QS acquires HolonIQ: a strategic move to expand global education intelligence first appeared on EDUtech_talks.

15 October 2024

A new network of 25 leading medical schools across 12 European countries has been launched to address the growing health risks posed by climate change. Led by the University of Glasgow, the initiative aims to train 10,000 medical students over the next three years, equipping the next generation of doctors with the skills needed to manage the mounting health challenges tied to climate change.

The network was established in response to a critical gap in current medical education. Medical schools, according to the group’s leadership, have not done enough to prepare future healthcare providers for the specific health problems associated with environmental shifts. “From the spread of infectious diseases to increasingly deadly heatwaves, the health impacts of climate change are becoming ever more dangerous,” said Iain McInnes, co-chair of the network and head of the University of Glasgow’s College of Medical, Veterinary, and Life Sciences.

Climate change has been linked to an array of health issues, including respiratory diseases, cardiovascular conditions, mental health disorders, and a rise in mosquito-borne illnesses. Last year alone, Europe saw over 47,000 deaths related to extreme heat, highlighting the urgency of addressing this public health crisis. The World Health Organization (WHO) estimates that climate change could cause an additional 250,000 deaths per year between 2030 and 2050.

One of the network’s key goals is to standardize training on climate-related health issues across medical schools. Students will be taught how to recognise and treat conditions exacerbated by extreme weather events, air pollution, and shifting ecosystems. The network will also meet the growing demands of medical students who view climate change as a major health risk they will need to confront in their careers.

McInnes emphasised the importance of ensuring that future doctors, healthcare professionals, and medical leaders are ready for the challenges ahead. “As educators, it is our responsibility to ensure that the next generation of doctors have the skills they need to face these challenges and can provide the best care possible,” he said.

The network includes medical schools in Belgium, France, Germany, Ireland, Italy, Poland, Portugal, Slovenia, Spain, Sweden, Switzerland, and the UK. This collaborative effort aims to revolutionise how healthcare providers are trained, with a focus on mitigating the health impacts of climate change across Europe and beyond.

As climate change continues to pose increasingly complex health threats, this initiative represents a critical step forward in ensuring that the healthcare sector is prepared for the future.

The post ENCHE: Europe medical schools to tackle climate change-related health risks first appeared on EDUtech_talks.

9 October 2024

In the newly released Times Higher Education (THE) World University Rankings 2025, Oxford University has once again retained its top spot globally, marking an impressive ninth consecutive year at number one. This incredible streak surpasses Harvard University’s previous record of eight straight years at the top, further cementing Oxford’s leadership in the world of academia.

Oxford’s dominance in global academia

Oxford’s continued dominance can be attributed to a variety of factors that have bolstered its performance. Key areas of growth include significant improvements in income from industry, an increase in the number of patents citing its research, and strong teaching scores. Oxford has also excelled in its proportion of international students—43% of its student population comes from outside the UK. Additionally, the institution has been a leader in international research collaborations, further enhancing its global reputation.

Shift in the US landscape

In the United States, the Massachusetts Institute of Technology (MIT) claimed second place globally, its best-ever performance. This achievement marks a shift in rankings as Stanford University fell from second to sixth, its lowest position since 2010. Stanford’s drop was driven by declining scores in teaching, research environment, and international outlook.

Meanwhile, Harvard University climbed from fourth to third place, while Princeton University rose from sixth to fourth. Despite these individual successes, the overall reputation of US universities appears to be on a downward trend, with a 4% drop in teaching votes and a 3% drop in research votes. The decline reflects a broader redistribution of global votes for teaching and research, as universities outside the US and UK gained ground.

Rising stars in Asia and beyond

Asian institutions continue their upward trajectory in the rankings. Tsinghua University in China holds the top spot in Asia and is edging closer to breaking into the global top 10, reflecting the Chinese government’s increased investment in research and higher education.

Outside of the usual dominant regions, three new countries have made their debut in the top 200: Brazil, Saudi Arabia, and the United Arab Emirates. This inclusion highlights the growing global competition in higher education as universities from emerging economies increase their impact on the world stage.

Challenges for UK and Australian institutions

Despite Oxford’s continued success, the overall picture for UK universities is less positive. The UK’s teaching reputation has dropped by 3% since last year, and its research reputation by 5%, based on more than 93,000 responses to THE’s Academic Reputation Survey. UK institutions now take only 13% of the votes for teaching and 12.8% for research, a marked decline from 18.9% and 18.1% a decade ago.

Experts suggest that one factor contributing to this decline is the expansion of the reputation survey, which now includes scholars from more countries, leading to a broader distribution of votes. Oxford’s vice-chancellor, Irene Tracey, has expressed concern over the UK’s declining reputation, especially in light of the ongoing financial crisis affecting the sector. “This matters more than maybe people realize. We’ve got to be really mindful of that and mindful of the decisions that need to be taken now in order to address that slippage,” she warned.

Meanwhile, in Australia, all of the country’s top five universities saw a slip in their rankings, partly due to a declining international reputation. Challenges could intensify as the Australian government moves forward with a plan to reduce international student numbers through the implementation of quotas.

The global outlook

The overall trend shows that universities outside the US and UK are increasingly gaining esteem, with institutions based outside these two countries now holding 51% of the vote share for teaching and 49% for research, up from 37% and 35%, respectively, just a decade ago. The key countries gaining ground include China, France, and Germany, indicating a shift in the global academic landscape.

As global competition intensifies, universities in the US and the UK face the challenge of retaining their traditional dominance in higher education. Institutions around the world are increasingly prioritising research, innovation, and global collaboration—factors that will likely continue reshaping the rankings in the years to come.

The post THE 2025 university rankings: Oxford holds top spot, but global shifts are emerging first appeared on EDUtech_talks.

3 October 2024

In a landmark move aimed at promoting fairness and equality in higher education, California has officially banned legacy admissions at private colleges and universities. Governor Gavin Newsom signed AB 1780 into law, prohibiting legacy and donor preferences in admissions at private, nonprofit institutions. The law, which will come into effect in the fall of 2025, ensures that some of the country’s most selective schools will no longer favour applicants with familial or monetary connections to the institutions.

This significant change will impact prestigious schools such as Stanford University, the University of Southern California (USC), and Santa Clara University. Governor Newsom emphasised the importance of merit-based admissions in a recent news release, stating, “In California, everyone should be able to get ahead through merit, skill, and hard work. The California Dream shouldn’t be accessible to just a lucky few, which is why we’re opening the door to higher education wide enough for everyone, fairly.”

The bill was authored by Assemblyman Phil Ting, a San Francisco Democrat who has been a vocal advocate for the end of legacy admissions since the 2019 college admissions scandal. The scandal uncovered a widespread cheating scheme involving dozens of people, including Hollywood actors, who manipulated college entrance exams to secure admission for their children.

The new law targets schools with some of the highest rates of legacy admissions. According to Assemblyman Ting, in 2022, legacy admissions accounted for about 14 percent of enrolments at Stanford and USC, and about 13 percent at Santa Clara University. Ting believes that ending legacy admissions will create a more equitable playing field for all applicants.

Private colleges and universities in California are now required to disclose their compliance with the new rule by submitting an annual report. This measure ensures transparency and accountability, reinforcing the state’s commitment to fair admissions practices.

USC officials have responded positively to the new legislation. In a statement to NBC News, the university said it is “always looking to evolve our admissions process and recruitment efforts to bring as many of these students to USC as we can. We will do so in compliance with the law.”

The introduction of AB 1780 marks a pivotal shift in the admissions landscape of California’s private colleges and universities. By eliminating legacy admissions, the state aims to foster a more inclusive and merit-based approach to higher education, ensuring that opportunities are available to all students, regardless of their background or connections.

The post California enacts new law banning legacy admissions at private colleges first appeared on EDUtech_talks.

2 October 2024

The University of Sunderland is set to make 76 members of staff redundant, according to recent announcements by the University and College Union (UCU). The union has revealed that more than 1 in 10 staff at the university will lose their jobs, with some facing redundancy as soon as the start of November.

Jon Bryan, the UCU’s regional support officer, has issued a stark warning to the institution, indicating that a strike ballot could be imminent unless the university changes its approach and collaborates with the union to safeguard jobs. Bryan emphasised the gravity of the situation, stating, “It’s a worrying time,” and adding that “saying things are being decimated is pretty much an accurate depiction for where we are.”

The university has attributed the job losses to several financial challenges, including a “freeze on home student fees” and a “decline in international student admissions.” These factors have significantly impacted the university’s revenue streams, necessitating the proposed redundancies.

The only detailed breakdown provided by the university to the union shows that 60 academics will be made redundant, along with 16 support staff members who are represented by Unison. This move has sparked concern and dissatisfaction among the affected staff and their representatives.

A spokesperson for the University of Sunderland acknowledged the broader financial difficulties facing higher education institutions, stating, “It has been well documented that higher education institutions are facing funding challenges, and the University of Sunderland is not immune.” The spokesperson added, “Although we have done everything possible to mitigate job losses, a number of roles are impacted.”

This development comes in the wake of a broader crisis in the financial health of UK universities, with many institutions calling for government support as they navigate increasingly precarious economic conditions.

The post University of Sunderland faces redundancies amid financial struggles first appeared on EDUtech_talks.

1 October 2024

Leiden-Delft-Erasmus (LDE) alliance, based in the Netherlands, and the Indonesian Ministry of Education, Culture, Science, and Technology have signed a collaboration agreement to promote sustainable development and the construction of the new Indonesian capital, Nusantara.

The partnership, formalised through the Indonesian Netherlands Consortium on Sustainable Futures (INUCOST), aims to foster collaboration between LDE and five Indonesian universities: Universitas Mulawarman, Institut Teknologi Bandung, Universitas Gadjah Mada, Universitas Airlangga, and Universitas Indonesia.

The collaboration will focus on areas such as health, digitalisation, tourism, heritage, green economy, and blue economy. LDE will contribute expertise in medical, ecological, and anthropological knowledge, while Delft Technology and Erasmus University will provide insights into technology and design. Minister Nadiem Makarim of Indonesia expressed his enthusiasm for the collaboration.

A key aspect of the collaboration is the establishment of thesis labs, which will provide opportunities for students to conduct interdisciplinary research on topics related to sustainable development and the new capital.

The collaboration aligns with Indonesia’s broader efforts to attract international expertise and investment in higher education. In recent years, the Indonesian government has legalised foreign university campuses, making it easier for foreign institutions to establish a presence in the country.

As Indonesia continues to develop and grow, the LDE-Indonesia partnership offers a promising avenue for collaboration and innovation in sustainable development.

The post Building a greener, smarter Indonesia: Leiden-Delft-Erasmus and Indonesia join forces first appeared on EDUtech_talks.

27 September 2024

In an inspiring collaboration with the charity organisation Made By Dyslexia, Richard Branson has launched DyslexicU, the world’s first online university dedicated to harnessing and teaching Dyslexic Thinking skills. Hosted by The Open University, this free and accessible platform aims to empower individuals around the globe by unlocking the strengths of dyslexic minds.

As a dyslexic himself, Branson has long been a champion of alternative learning methods. In a launch video for the new institution, he explained: “For too long, traditional learning environments have ignored the game-changing, creative, and emotional intelligence that has solved many of mankind’s greatest challenges. Our way of thinking has never been encouraged by the old school of thought. In fact, it’s never been taught by any school of thought, until now.”

DyslexicU aims to address this gap by promoting Dyslexic Thinking as a unique and valuable cognitive approach. According to Made By Dyslexia, Dyslexic Thinking skills are defined as an innovative problem-solving approach that involves pattern recognition, spatial reasoning, lateral thinking, and interpersonal communication — qualities that often come naturally to people with dyslexia.

Recognised as a skill on LinkedIn, Dyslexic Thinking is increasingly acknowledged as a powerful asset in various industries. The courses offered by DyslexicU are designed not only for dyslexics looking to learn more about their thinking skills but also for those outside the dyslexic community to better understand how these skills work in action and why they are so valuable.

Branson’s vision is to create a platform that celebrates these cognitive strengths and shows the world the incredible potential of Dyslexic Thinking. “The university brings together many of the world’s greatest dyslexics to share how their thinking has driven innovation and success, offering a blueprint for others to follow,” he said.

DyslexicU has already attracted contributions from high-profile figures including HRH Princess Beatrice, award-winning space scientist Dame Maggie Aderin-Pocock, and Jean Oelwang, CEO of Virgin Unite. Each course offers personal insights into how Dyslexic Thinking has propelled their careers and shaped their industries.

The launch includes foundational courses such as Entrepreneurs & Start-up Mentality and Changemakers & Activism, with future courses set to explore a wide range of topics including storytelling, sport, fashion, culinary arts, and music.

The post Richard Branson launches world’s first university of Dyslexic Thinking, DyslexicU first appeared on EDUtech_talks.

20 September 2024

Recent government data has unveiled a worrying trend in student dropouts at Korea’s national universities, particularly in remote areas. Over the past five years, nearly 90,000 students have voluntarily left these institutions, highlighting a growing educational crisis in the country’s provinces.

Despite efforts to establish regional hub universities to promote balanced development across Korea, the concentration of students in metropolitan areas like Seoul, Incheon, and Gyeonggi Province persists. This migration pattern not only places stress on universities in rural areas but also raises concerns about the wider economic and social implications for these regions. Many fear that the decline in student populations could contribute to regional extinction, exacerbating the demographic challenges faced by rural Korea.

Between 2019 and 2023, the Ministry of Education recorded a dramatic disparity in dropout rates between metropolitan and regional universities. While five national universities in Seoul and Gyeonggi Province reported 5,499 dropouts, national universities in remote areas saw a staggering 84,521 students leave during the same period. This amounts to a 15.3-fold difference, underscoring the scale of the problem outside metropolitan centres.

On average, national universities in metropolitan regions lost approximately 1,100 students per school. In contrast, those in more remote regions saw 2,641 students drop out on average, more than double the metropolitan figure. The trend is indicative of a deeper issue in Korea’s higher education landscape, with rural institutions struggling to retain students.

The data also reveals significant differences in dropout rates between types of universities. General universities, which account for most of Korea’s higher education institutions, experienced 88,247 dropouts across 26 schools, averaging 3,394 students per institution. In contrast, Korea’s 11 universities of education, which primarily train teachers, saw only 1,173 dropouts, averaging 161 per school.

These figures suggest that students at general universities in rural areas are facing greater challenges than those at more specialised institutions, such as universities of education.

The high dropout rates in rural national universities are not only an academic issue but also an economic one. Rep. Kim Dai-sik of the ruling party highlighted that as more students leave, the per capita education costs for remaining students increase. This, in turn, leads to a decline in educational quality and welfare services, creating a vicious cycle. With tuition fees frozen, these universities face growing financial pressure, which threatens to further erode student satisfaction and the overall educational experience.

Kim emphasised the urgent need for national-level policy intervention and self-reform initiatives at local universities to address this crisis. Without significant changes, the gap between metropolitan and regional universities could widen further, deepening the divide in Korea’s educational system.

The post The rising challenge of dropout rates in Korea’s regional universities first appeared on EDUtech_talks.

12 September 2024

Dubai has taken a significant step forward in its educational landscape with the launch of the Dubai National University, a project backed by a staggering investment of Dhs 4.5 billion (USD 1.23 billion). Announced by Sheikh Mohammed bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai, the university is poised to become a cornerstone of the city’s ambitious education agenda.

In a recent statement shared on X (formerly known as Twitter), Sheikh Mohammed expressed his aspirations for the institution, declaring, “Dubai National University will rank among the top 50 young universities within the next decade, offering specialised academic programmes and contributing significantly to research.” His vision extends even further, with a goal for the university to be ranked among the top 200 globally within the next 20 years.

The establishment of Dubai National University is a pivotal element of Dubai’s Social Agenda 33, which seeks to solidify the city’s role as a global hub for higher education and research. The university will focus on producing highly skilled Emirati leaders and professionals, while also attracting talent from around the world. This aligns with Dubai’s broader goal of becoming one of the top 10 cities globally for education in the coming decade.

A global advisory board comprised of international experts will oversee the development of the university, ensuring it remains at the cutting edge of academic innovation. Sheikh Hamdan bin Mohammed, Crown Prince of Dubai and Chairman of the Dubai Executive Council, who will also serve as President of the university, emphasised the importance of this new institution. He highlighted that it would play a crucial role in nurturing academic talent and leadership skills for the future.

In addition to offering high-quality academic programmes, Dubai National University is set to enhance the local educational ecosystem by fostering collaborations with global institutions and research centres. These partnerships will help elevate the academic standards of the university, while also ensuring that students have access to advanced research facilities and real-world internships through collaborations with businesses and government entities.

As Dubai continues to push forward in its quest to be recognised as a global leader in education, the launch of Dubai National University represents a bold step towards achieving this vision. The university is expected to become a driving force in elevating the city’s standing in higher education, contributing not only to academic excellence but also to the development of future sectors vital to the region’s growth.

The post Dubai unveils national university with $1.23 billion investment first appeared on EDUtech_talks.

10 September 2024

Taiwan’s Ministry of Education (MOE) has launched an initiative to integrate artificial intelligence (AI) into its elementary and middle school education systems. This effort is part of a broader strategy to establish Taiwan as a leader in AI education across Asia within the next two years, according to Deputy Minister of Education Yeh Ping-cheng. The initiative reflects Taiwan’s growing commitment to fostering digital literacy and preparing students for the future of work in a technology-driven world.

AI education at all levels

The Ministry, led by Minister of Education Cheng Ying-yao, has made significant strides in advancing AI education. A key milestone is the establishment of the Taiwan AI College Alliance, designed to enhance AI curricula at the university level. This alliance connects academic institutions with cutting-edge AI developments, ensuring that university students receive top-tier education in the rapidly evolving field of artificial intelligence.

The push for AI education doesn’t stop at higher education. Taiwan’s high schools are beginning to offer AI courses, while younger students in elementary and junior high schools are being introduced to generative AI learning partners—interactive tools that help students explore AI concepts in an engaging way. To further motivate students, the Ministry has organised AI competitions, fostering creativity and application of AI models in real-world problem-solving scenarios.

Tailored AI programs for high school students

The MOE has also commissioned National Taiwan Normal University’s Department of Technology Application and Human Resource Development and National Taiwan University’s Department of Computer Science and Information Engineering to develop specialised AI courses for high school students. Professors Tsai Yun-cheng and Chang Jie-fan are spearheading this effort by designing a variety of elective AI courses aimed at students nationwide, including those in vocational schools.

To ensure equitable access to these courses, Tsai and Chang developed an online system that reviews students’ program codes, facilitating distance learning and making quality AI education accessible to students in both urban and rural settings. This semester, 23 high schools and vocational schools, including two located in remote areas, are participating in this pioneering program, offering students a chance to explore the world of AI through elective coursework.

Expanding opportunities for younger students

Beyond high school, the Ministry has extended its focus to junior high and elementary students by collaborating with National Cheng Kung University’s Department of Computer Science and Information Engineering. Led by Professor Su Wen-yu, the collaboration involves organising AI competitions specifically for younger students. These competitions challenge students to apply AI models to real-world problems, nurturing critical thinking and practical application skills from an early age.

This year, the AI competition is expanding into an international online event, encouraging participation from students across borders. The MOE also introduced a new AI learning partner on its official website, designed to bridge the digital learning gap between urban and rural students, ensuring that all students have the tools and resources to engage with AI technologies.

A vision for the future of digital learning

In conjunction with its AI initiatives, the MOE recently unveiled its Digital Teaching Guidelines 3.0. These guidelines are intended to promote active involvement from both principals and parents in the digital learning journey of students. By fostering collaboration among educators, parents, and students, the Ministry aims to create a holistic digital learning environment that prepares students to thrive in an increasingly digitalised world.

The post Taiwan’s Ministry of Education pioneers AI education initiatives for a future-ready generation first appeared on EDUtech_talks.

29 August 2024

In 2023, Arizona State University (ASU) announced a groundbreaking partnership with OpenAI, signalling a bold step towards integrating artificial intelligence into the fabric of education. This collaboration aims to harness the power of technology to deliver lifelong learning and drive human potential on a global scale. The partnership has already resulted in over 200 innovative projects, highlighting the transformative potential of AI in education.

To kickstart this initiative, ASU invited faculty and staff to submit proposals on how they could leverage ChatGPT in their respective fields. The submissions were encouraged to focus on three key priority areas: supporting teaching and learning, advancing research for the public good, and enhancing the future of work.

Within weeks, the university received proposals from more than 80% of its schools and colleges, showcasing the widespread interest in integrating AI into academic practices. As a result, over 200 projects were activated across various departments, marking a significant milestone in ASU’s journey towards becoming an AI-driven institution.

One of the standout projects is the ‘AI as a Writing Companion’ initiative, which utilises ChatGPT to support scholarly writing. This project provides students with real-time feedback on their writing, helping them strengthen their arguments and expedite the submission process. By acting as a virtual writing assistant, ChatGPT is empowering students to achieve academic success while also easing the workload of faculty.

Another innovative project involves ‘Sam,’ a chatbot powered by ChatGPT, designed to assist students in the College of Health Solutions. Sam engages students in role-based conversations, helping them practice patient-provider interactions. Clinical Professor Colleen Cordes, who oversees this project, praised the bot for its ability to facilitate authentic practice of motivational skills. She also noted that the transcripts generated by ChatGPT Enterprise made it significantly easier to provide qualitative feedback, streamlining the grading process.

PhD student Amber Hedquist explored the ethical dimensions of AI by examining how ChatGPT can support effective and ethical participant recruitment for research studies. Her work highlights how AI ensures that recruitment materials are accessible, avoiding scientific jargon while clearly communicating the opportunities available to participants.

As AI continues to reshape the landscape of education at ASU, the university remains committed to protecting the privacy of its faculty and students. Lev Gonick, ASU’s Chief Information Officer, emphasised the importance of maintaining privacy and security in the age of AI. “The introduction of OpenAI’s product for education, in the form of ChatGPT Edu, was enormously important,” Gonick said. “It helps us protect our student privacy, protect our research output which is our intellectual property, and supports our security requirements, whether that’s in the research or in the teaching and learning environments. And that is something that every CIO—and every university president—needs to be mindful of.”

The post How Arizona State University leveraged partnership with OpenAI to transform the institution first appeared on EDUtech_talks.