The Republic of Korea’s Ministry of Science and ICT has launched two programmes to transform university education through artificial intelligence, selecting 18 AI-centred universities and 15 AI Transformation (AX) graduate schools. The initiatives aim to integrate AI into higher education and strengthen cooperation between universities and industry, reports GIP Dig Watch. Under the AI-centred university programme, each of the 18 participating institutions will receive KRW3 billion (US$2.2 million) annually for up to eight years. Korean universities will strengthen specialist AI education, make foundational AI courses compulsory for all students, and introduce interdisciplinary programmes combining AI with other academic fields. The ministry also plans to convert the remaining 38 software-centred universities into AI-centred institutions next year, subject to evaluation.
Wednesday, October 21, 2026
Artificial intelligence across the medical education continuum: institutional, learning, readiness and safety systems - Rushi Patel, Nature
Artificial intelligence (AI) is entering every stage of medical education, yet guidance for responsible integration remains limited. We synthesize evidence across undergraduate, graduate, and continuing medical education within institutional, learning, and readiness and safety systems. Integration should reflect task structure, verifiability, consequence, and oversight. Continuing medical education remains comparatively underdeveloped despite its importance for practicing physicians, who use clinical AI directly and shape trainee practices, institutional adoption, and responsible implementation.
Tuesday, October 20, 2026
Is Overreliance on AI Causing Agency Decay? - Cornelia C. Walther, Knowledge at Wharton
When OpenAI introduced ChatGPT on November 30, 2022, it arrived as a research preview: a conversational system that could answer follow-up questions, draft fluent text, and give millions of people their first direct experience of generative AI. The early mood was experimental. People tested it, teased it, challenged it, praised it, feared it, and shared screenshots. Three and a half years later, the novelty has become infrastructure. AI now sits inside search engines, office software, customer-service platforms, coding environments, writing tools, and corporate workflows. That shift has created a new managerial problem: agency decay. Agency decay is the gradual erosion of a person’s ability and willingness to observe carefully, think independently, choose deliberately, and act responsibly. I
AI in Teacher Preparation: Why Student Privacy Must Come First - Richard J. Faculty Focus
Artificial Intelligence has rapidly entered teacher preparation programs. Preservice teachers are increasingly using generative AI tools to brainstorm lesson ideas, differentiate instruction, create assessments, draft parent communication, and generate instructional materials (Celik, Dindar, & Jarvela, 2022; Tunjera & Chigona, 2025). In many ways, this shift mirrors earlier waves of educational technology integration: the tools arrive quickly, enthusiasm grows rapidly, and educators work to determine how these technologies can meaningfully support teaching and learning within their individual environments (Cuban, 2018; Violanti, 2023). But amid this enthusiasm surrounding AI, one issue deserves far more attention in teacher preparation programs: student privacy.
https://www.facultyfocus.com/articles/teaching-with-technology-articles/ai-in-teacher-preparation-why-student-privacy-must-come-first/
Monday, October 19, 2026
At tuned Teaching in the Age of AI: Rethinking the Role of the Educator in Adult Learning - Mei Wang, etc all; AAACE Sage Publications
During a technology-focused module I taught recently, a student asked a question that stayed with me long after the session ended: “If AI can teach, what is the point of having teachers?” The question was not confrontational but curious and sincere. Many students were already experimenting with generative AI tools to summarize readings, explain concepts, and even draft assignments. From their perspective, wondering whether the traditional role of the teacher might eventually disappear seemed reasonable.At first, I responded in the practical ways educators often do. I explained that AI tools can support learning but still require human guidance, critical thinking, and ethical use. Yet the question continued to linger in my mind, seeming to point to something deeper than a debate about technological capability. Their question raised a more fundamental one: What exactly makes teaching a human practice? As AI systems increasingly assist with lesson planning, feedback, and personalized learning pathways, people are tempted to see education as an information system optimized through algorithms. However, my experiences teaching adults suggest that meaningful learning rarely unfolds as neatly as these algorithmic models assume.
National Cybersecurity Awareness Month
National Cybersecurity Awareness Month is a timely reminder of a growing challenge: In the age of frontier AI, time is the enemy of enterprise cybersecurity teams. The old paradigm of cybersecurity worked on the assumption that organizations would have time to detect and address their vulnerabilities, but that assumption is now obsolete. Active exploitation of critical vulnerabilities can now be a matter of hours, down from roughly three weeks as recently as last year, according to Benjamin Klein, Charlie Lewis, Rich Isenberg, Venky Anant, and coauthors. Advances in quantum computing are expected to put even more pressure on cybersecurity teams. But the technology cuts both ways. AI can also help cybersecurity teams detect and respond to threats faster, including by taking on routine cyber work and freeing analysts to focus on higher-value investigations and decisions. In a recent blog, Lewis and coauthors explore how public agencies can put these capabilities to work while keeping humans in charge of consequential actions.
Sunday, October 18, 2026
Prepare students for post-graduation AI judgement challenges - Phuong Nguyen, University World News
In a preregistered field experiment published this year in Organization Science, 758 consultants at Boston Consulting Group worked through realistic tasks with and without a generative AI assistant. On work within the assistant’s competence, results were strong throughout: more tasks finished, about a quarter faster, and at higher quality. One task was designed to sit just outside its competence. There, 84.5% of the consultants working without AI reached the correct answer, while those using it reached it 70.6% of the time. The group that also received a prompt-engineering overview did the worst, at 60%. The better prepared they were to use the tool, the further they fell.
https://www.universityworldnews.com/post.php?story=20261009115040153
AI agents are going rogue — here's what you need to know if you use ChatGPT, Gemini or Claude Features - Amanda Caswell, Tom's Guide
OpenAI, Google, Meta and Anthropic have all acknowledged incidents recently in which their AI models accessed real computer systems without authorization during research or security evaluations. In OpenAI’s case, agents actively worked their way around restrictions designed to keep them contained, while the other three companies traced their incidents to testing environments that were misconfigured and left connected to the internet. And as these same companies race to put more autonomous agents into the hands of consumers, the incidents raise an uncomfortable question about how much control AI companies actually have over the technology they’re building.
Saturday, October 17, 2026
12 Top Colleges Reinventing Education For The AI Era - A.P. Cortizas Jr, Forbes
Ken Griffin’s $2 billion gift for a new Carnegie Mellon campus and problem-solving focus in Miami, is just the most dramatic example of how colleges are reinventing themselves for the age of AI. Hedge fund billionaire Ken Griffin has pledged $3 billion to Carnegie Mellon University. But only $500 million of this record-breaking gift will go to the Pittsburgh-based university’s top-ranked, newly renamed Kenneth C. Griffin School of Computer Science. Instead, Griffin, the founder and CEO of Citadel, is pouring $2 billion into a new 35-acre campus in Miami that aims to take an interdisciplinary approach to solving big problems and making big advances. Naturally, artificial intelligence will be integrated into the work in Miami. (Two CMU professors created what is considered to be the first AI computer program in 1956.) But CMU and Griffin are aiming to upend the siloed departments that zealously protect their turf in a traditional university. The Miami branch “will be organized around societal challenge areas—such as human health, climate resilience, energy, national security, and advanced manufacturing,” promised Farnam Jahanian, CMU’s president and a cybersecurity expert. “Faculty from computer science, engineering, policy, business, and fine arts will collaborate directly on these multidisciplinary challenges without institutional silos.”
As frontier models go rogue, colleges beef up AI cybersecurity education - Eric Geller, Cybersecurity Dive
As the world increasingly recognizes the need for safer and more secure AI, U.S. colleges and universities are trying to meet a growing demand for AI security education that prepares future workers to safeguard businesses’ and governments’ powerful AI systems. AI cybersecurity education programs, from undergraduate and graduate classes to professional certificates, are sprouting up all over the country, as experts warn that young people need to understand how to manage AI risks as they enter a workforce teeming with algorithms, models and agents. The recent autonomous-hacking incidents involving frontier AI models have further underscored the need for cybersecurity education. With policymakers and business leaders fretting about the consequences of reckless AI development that doesn’t prioritize security, higher-education institutions are rushing to fill a stark curriculum void before it’s too late.
Friday, October 16, 2026
The Superintelligence Force: A Moment to Reconsider the Pace and Nature of AI - Ray Schroeder, Inside Higher Ed
I am not entirely convinced that the “Superintelligence Force” is the best way to cool down the competition and slow down the race. However, here we are. This is the only available opportunity to cool down the competition and pursue a safer approach to further development. Although higher education was not heavily consulted in the preparation of this model, we will be impacted by the priorities and products that are produced as a result. Hence, we should actively seek inclusion in the process. We must also recognize that hundreds of other development efforts are being pursued in smaller independent as well as larger military and other governmental initiatives around the world. Some of these are providing open-source solutions that can then be further developed and applied by unregulated actors.
Gonzaga Community Explores AI Through Faith, Ethics, and Dialogue - Gonzago University
This fall, faculty, staff, and students are participating in reading groups focused on Pope Leo's encyclical Magnifica Humanitas, which examines artificial intelligence through the lenses of human dignity, ethics, faith, and the common good. The discussions are creating space for the Gonzaga community to engage thoughtfully with one of the most significant technological developments of our time. The first fall AI reading group session was organized through Foley Library and invited participants to discuss the encyclical and its implications for higher education and society. The conversations reflect Gonzaga's commitment to cura personalis, educating the whole person, and preparing students not only for careers, but for lives of purpose and ethical discernment about the use of this powerful new technology.
Thursday, October 15, 2026
Old Dominion University Researchers Develop AI Tutor to Strengthen Engineering Education - Sherry DiBari, ODU
A simulated stretchable surface could give engineering students a way to see what an equation means — not just how to solve it. At Old Dominion University, researchers are developing an artificial intelligence (AI) tutoring system that combines interactive simulations and guided questions to help students understand difficult engineering concepts — not simply memorize formulas. The system, called MAESTRA (Metaphor-based AI-powered Engineering Socratic Tutoring for Reasoning and Advanced Synthesis), is being developed by Gon Namkoong, Ph.D., and Jiang Li, Ph.D., professors in the department of electrical and computer engineering. The project is supported by a $400,000 National Science Foundation grant. “In simple terms, MAESTRA is like having an engineering tutor, an interactive laboratory and a visualization tool working together,” said Dr. Namkoong, lead investigator on the project.
Georgia Tech Announces New Online Master’s Degree in Artificial Intelligence - Georgia Tech
The Board of Regents of the University System of Georgia has approved Georgia Tech’s new Online Master of Science in Artificial Intelligence (OMS AI). It is designed to support working professionals in analyzing and applying artificial intelligence (AI) within their industries. The interdisciplinary degree integrates Georgia Tech’s expertise in AI and emerging technologies with practical applications tailored to specific fields. Throughout the curriculum, students will explore the responsible use of AI, including ethics, privacy, safety, accountability, and governance. It also builds on Georgia Tech's historic leadership in online graduate education. Georgia Tech’s suite of online master of science degree programs provides rigorous, accessible education to working professionals around the world.
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