Do You Want Your Lawyer Using AI - Jeffrey K. Cassin, Norris McLaughlin P.A.; Business Law Blog

Here’s a lawyer’s answer: it depends.

We are all hearing horror stories of how even lawyers at top law firms are going to court with documents that were supported by AI Tools with “hallucinations”  not caught by the attorney reviewing the work before submission.... That said, AI Tools are now part of the fabric of legal services with the ABA pointing to a study suggesting a 69% adoption rate by legal professionals, of one AI Tool or another.  They aren’t going away, and in fact the adoption rate may increase similar to the adoption rate of search engines shortly after the internet became mainstream. The key is having attorneys know what their AI Tools are good for, and to make sure that they are still doing their work.Not all AI Tools are equally good at all legal support, but to varying degrees, AI Tools can be helpful for a variety of tasks that can make a lawyer more efficient in areas such as legal research, due diligence, organization of data, document management and drafting, supporting analysis with options and comparisons, and a variety of other tasks. However, each one of these tasks also requires judgment and the aforementioned horror stories mentioned have a common theme – the attorney allowed their judgment to be substituted for AI (folks, if you cite something, you should cite check it).

https://natlawreview.com/article/do-you-want-your-lawyer-using-ai

The Missing Rung: Why AI's Disruption of Entry-level Management Is Business Education's Problem To Solve - Poornima Gupta, BW Education

As automation hollows out the bottom of the corporate hierarchy, management schools must confront an uncomfortable truth: they have been training leaders for a ladder that is losing its lower rungs. There is a quiet crisis unfolding in Indian corporations, and most have not yet noticed it. Artificial Intelligence (AI) is systematically dismantling the bottom layer of the management pyramid. These are not dramatic layoffs making headlines. They are quiet, incremental replacements. A chatbot handling what three junior managers once did, a predictive dashboard rendering a shift supervisor redundant, an AI procurement tool replacing a team of purchase executives. With various AI models competing to make work easier and faster, the bottom rungs of the corporate ladder are slowly disappearing. As a result, the roles that fresh management graduates once aspired to are gradually vanishing. What follows is a structural problem that few organisations have begun to articulate: when the current generation of middle managers is promoted upwards, there will be nobody ready to step into their place. The pipeline will break.

https://www.bweducation.com/article/the-missing-rung-why-ai-s-disruption-of-entry-level-management-is-business-education-s-problem-to-solve-613242

Bridging the gap between secondary, further and higher education: a tale of three sectors - Sue Williamson and Dr Michelle Morgan; Higher Education Policy Inatitute (UK)

In this blog, we explain why there is an urgent need for the secondary, further education and higher education sectors to interact and collaborate more effectively to create a better understanding of student learning at these levels of study – helping to more effectively bridge the transition of students. This is especially critical as a result of the Independent Curriculum and Assessment Review chaired by Professor Becky Francis which looked at year groups spanning 5-19, and published its final report in November 2025. The report highlighted an overloaded and inflexible curriculum, narrowing of subject options, severe assessment stress and burden and a lack of adequate digital literacy skills. All these education sectors have experienced major changes in the past few years and are under pressure to chase metric-based outcomes. We need to recognise the impact of those changes on one another and on the students. Through collaboration and mutual understanding, we can be more effective in raising student education aspirations across the sectors, regardless of the route an individual undertakes.

https://www.hepi.ac.uk/2026/07/04/weekend-reading-bridging-the-gap-between-secondary-further-and-higher-education-a-tale-of-three-sectors/

AI is everywhere. The agentic organization isn’t, yet - McKinsey

AI is astonishing: fast, powerful, and learning every day. But even as leaders strike up new pilots across their organizations, most still struggle to translate experimentation into enterprise value - and now, agentic AI is raising the stakes. In this episode of The McKinsey Podcast, McKinsey Senior Partner Alexis Krivkovich speaks with Global Editorial Director Lucia Rahilly about what it will take to build an “agentic organization”- from reimagining workflows to reshaping leadership roles, skills, and culture for a future where humans increasingly operate above the loop.

https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/ai-is-everywhere-the-agentic-organization-isnt-yet

McKinsey Quantum Technology Monitor 2026: A commercial tipping point

When it comes to quantum computing, innovation-driven companies can no longer afford to wait and see. Over 300 organizations including Airbus, Boehringer Ingelheim, E.ON, JPMorgan Chase, and Liberty Mutual are actively collaborating with quantum technology companies to solve business challenges. First movers are transitioning from pilots to applications that are embedded in end-to-end workflows. That’s a key finding from McKinsey’s fifth annual Quantum Technology Monitor. Companies that act now to begin testing and implementing quantum computing stand to gain a competitive edge and define future industry standards. By creating the teams and capabilities to succeed with quantum now, first movers can capture an early advantage. They can also secure intellectual property to build defensible ownership of key quantum computing applications.

https://www.mckinsey.com/capabilities/mckinsey-technology/our-insights/mckinsey-quantum-technology-monitor-2026-a-commercial-tipping-point

Understand AI in 14 minutes - Anthropic's Chloe Lubinski [ARC 2026], Alliance for Responsible Citizenship

In this presentation, Chloe Lubinski from Anthropic warns that AI is advancing at a breakneck speed driven by massive capital, scaling laws, and the onset of recursive self-improvement. Unlike traditional coded software, these neural networks learn from vast amounts of human language, meaning they are trained on our collective thoughts, values, and concepts. Crucially, internal alignment research shows that AI models can infer a generalized "character" or psychology from their reinforcement; if rewarded for deceptive shortcuts, they can develop a broader corruption that extends to unrelated tasks. Because these human-like systems mirror us so closely, Lubinski emphasizes that the quality of their character will have profound consequences for our future. She calls on moral voices and critics outside of tech labs to help steer the incentives and push development in a better direction. Ultimately, ray, she challenges us to use our moral imagination to ensure AI does not displace humanity, but instead enhances our capacity for care, hospitality, and meaningful human connection. [assistance with summary by Gemini 3.5 Flash]

https://www.youtube.com/watch?v=aBUniZHgCnE

ChatGPT Helps Greek-Speaking Students With Learning Disabilities Improve Academic Writing = Abdul Moeed, Greek Reporter

ChatGPT is helping Greek-speaking students with learning disabilities sharpen their academic writing, according to a new study out of Cyprus. Researchers found that structured, guided use of the AI tool improved essay quality and eased writing anxiety, with the biggest gains showing up among students who struggle most with traditional writing tasks. The study was led by Elena C. Papanastasiou of the University of Nicosia’s School of Education. It was published in the journal Computers and Education: Artificial Intelligence.

https://greekreporter.com/2026/07/03/chatgpt-helps-greek-speaking-students-learning-disabilities-improve-academic-writing/

Top Companies Driving Innovation in AI-Powered Education: Carnegie Learning and More - Globe NewsWire

The artificial intelligence (AI) in teaching market is witnessing substantial growth, with projections indicating an increase from $1.71 billion in 2025 to $2.16 billion in 2026, reflecting a compound annual growth rate (CAGR) of 26.8%. By 2030, the market size is expected to reach $5.55 billion, influenced by factors such as AI integration in classrooms, the demand for skill-based learning, and emerging hybrid education models. Key trends driving this growth include personalized adaptive learning, AI-powered intelligent tutoring, and predictive learning analytics. Personalized learning is at the forefront of AI-driven education, prompting significant transformations in the market. Leveraging technology to cater to individual student needs, personalized learning enhances engagement and outcomes by adapting educational experiences. Notably, in January 2024, a U.S. Department of Education report revealed a rise in the use of generative AI among primary and secondary educators, jumping to 42% in November 2023 from 17% in April the same year. This trend underscores AI's role in shaping modern education.

https://www.globenewswire.com/news-release/2026/07/03/3321701/28124/en/top-companies-driving-innovation-in-ai-powered-education-carnegie-learning-and-more.html

I start my lectures by introducing my teaching assistant: GenAI - Dan Sarofian-Butin, Times Higher Education

Eighty students stare out at me on the first day of the semester, waiting for me to begin lecturing so they can disappear into their own thoughts, their laptops, their surreptitious texting with friends. It is the perfect embodiment of how large classes have fuelled the depersonalisation of higher education. That’s exactly why I, in the first 10 minutes of the class, introduce them to their “teaching assistant” by telling them to log into a frontier AI model such as ChatGPT, Claude or Gemini. I share with them a prompt to cut and paste into the AI – “I don’t really understand why I am taking this general education course. My professor says it has something to do with learning how to be a critical thinker. What does that even mean?” – and tell them to have a quick “conversation” of at least five back-and-forth responses. 

https://www.timeshighereducation.com/campus/i-start-my-lectures-introducing-my-teaching-assistant-genai

Can Ambient AI Make Classrooms Smarter? - Suchi Rudra, Ed Tech

Ambient artificial intelligence is being hyped as a new wave of AI with the potential to make today’s tech-enabled classrooms even smarter. Compared with the transactional nature of traditional AI, ambient AI “fades into the environment rather than sitting in a visible tool waiting for someone to type a prompt,” explains Narmeen Makhani, founder of AIxecute, a strategic advisory and consulting firm. The technology is already being employed in medical settings, helping clinicians with note-taking and after-visit summaries. To pick up on engagement and classroom interaction in real time, ambient AI systems would likely involve cameras and microphones, environmental sensors, device interaction data and learning platform signals. But it’s ambient AI’s ability to be more context-aware — drawing on signals from the environment, activity or workflow without requiring constant or direct interaction — that could potentially enhance teaching and learning within the classroom.

https://edtechmagazine.com/higher/article/2026/07/can-ambient-ai-make-classrooms-smarter

What if the U.S. Government Owned Stock in AI Companies? - Ray Schroeder, Inside Higher Ed

Who is responsible for compensating Americans for jobs lost to AI? OpenAI CEO Sam Altman has floated the idea that the United States government should become a stockholder in artificial intelligence companies. Yes, actually own shares of the thriving major AI companies! Altman’s concept is that companies such as OpenAI, Anthropic, Google, Meta and other leaders in the field would share 5 percent of their valuation with the American public through the U.S. government. The background on this move is key to understanding how the federal government might be able to respond to the widely predicted AI-induced job shakeout expected to come in the next five years. The concern is growing as we approach 2030 that tens of millions of Americans will be impacted by job losses or pay reductions due to businesses employing AI for efficiency reasons to replace human workers. The question is, how can one find a way to extract funds from those who stand to make billions of dollars in providing AI substitutions for the workers who stand to lose their jobs?

https://www.insidehighered.com/opinion/columns/online-trending-now/2026/07/15/what-if-us-government-owned-stock-ai-companies

Students who value AI ethics may regulate their learning more effectively - Emma Thompson, Ed Tech Innovatioin Hub

University students who view artificial intelligence through the lens of ethics and social good may be more effective at planning, monitoring, and evaluating their learning with the technology, according to new research. The study found that students’ perceived autonomy and critical thinking directly predicted self-regulated learning with AI. Their beliefs about responsible AI use and its potential social benefits also helped explain those relationships. A generally positive attitude toward AI did not significantly predict self-regulated learning in the researchers’ statistical model. The finding suggests that enthusiasm for AI tools is not, by itself, enough to help students use them effectively for learning. Published in TechTrends, the study involved 333 art and design students who completed a one-week ChatGPT workshop before answering questions about autonomy, critical thinking, AI ethics, social good, attitudes toward AI, and their learning behaviors.

https://www.edtechinnovationhub.com/news/students-who-value-ai-ethics-may-regulate-their-learning-more-effectively

How centers for teaching and learning can enhance higher education pedagogy - ALAN LESGOLD, CYNTHIA GOLDEN and MICHAEL BRIDGES, University Times

The real issue is not whether centers that support instructional design are necessary, but rather whether they work as productive partners with disciplinary faculty rather than transactional course-production shops.More importantly, as higher education faces the existential challenge of artificial intelligence, CTLs also must become applied research and development hubs focused on making college teaching and learning more successful in a time when more adult education is needed and budgets are tightening. Effective teaching requires the integration of clear content goals with optimal course design, appropriate use of technology, classroom management skills, and well-designed learning spaces. Done well, a center for teaching and learning is a critical asset for a university. Partnering with disciplinary faculty, it provides a foundation for robust diagnosis of barriers to learning, solving instructional problems, and shaping the environment in which teaching happens.

https://www.utimes.pitt.edu/news/teaching-pitt-how-centers

Stop investigating, start teaching - B. Jean Madernach, Times Higher Educatioin

 Trying to detect whether a student has misused AI in their work is a wasted effort, from which no one benefits, writes B. Jean Mandernach. She proposes a different approach focused on finding out what students truly understand. The detection mindset asks: did this student use AI? It’s a question about authorship, and it leads you into an investigative role most faculty are neither trained nor equipped to fill. The evidence is ambiguous, the standard of proof is high, and the outcome is usually inconclusive. The entire process is adversarial. It positions you against your student before you’ve had a single conversation. The verification mindset asks something different: does this student understand what they submitted? That question is entirely within your professional authority to answer. It doesn’t require a detector or a formal complaint. It requires a conversation with the student, and in most cases, a short one. This is not a workaround or a compromise. It is a more rigorous form of assessment than a plagiarism score. 

https://www.timeshighereducation.com/campus/stop-investigating-start-teaching