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

ISTELive 26: Critical Thinking in an AI-Driven Information Ecosystem - Julia Gilban-Cohen, GovTech

 During a session on news literacy at the International Society for Technology in Education (ISTE) conference Sunday, panelists posed a question to a room full of educators: Has a student ever cited ChatGPT, TikTok or any kind of social media as a legitimate source in a classroom assignment? A slew of hands rose immediately. The response underscored what panelists deemed a growing challenge for schools, as students increasingly have instant access to AI-generated information, but many lack the skills to critically evaluate what they encounter. “That is rather scary,” said Kim Zajac, a certified speech and language pathologist and audiologist who has over two decades of experience in Massachusetts schools. “[Students] are looking at AI like this is the gospel, this is truth ... [and] they are vulnerable to ... building habits that are misleading and dangerous.”

https://www.govtech.com/education/k-12/istelive-26-critical-thinking-in-an-ai-driven-information-ecosystem

Preparing students for an AI-driven future - Kaitlin Brothers, Missouri S&T

During the four-week course, a classroom full of Kummer Vanguard Scholars learned how to create AI-powered avatars for marketing and business communication. “The goal of the course was not simply to teach students how to use AI tools, but to help them think critically about how emerging AI technologies can be used to communicate ideas, tell stories and engage audiences,” Reardon says. Reardon’s course explored how AI tools can support business communication, marketing and storytelling. “I’ve always been fascinated by the potential of AI and how that could assist us not only in higher education, but in business,” he says. “As a former small business owner, I saw a lot of possibilities.” 

https://news.mst.edu/2026/06/preparing-students-for-an-ai-driven-future/

They built the world’s most powerful AI. They’re facing a mystery they can’t explain - Nitasha Tiku, Washington Post

Anthropic, Google and Meta have hired computer scientists, neuroscientists and philosophers to study what some in the industry think may become a moral crisis. “We keep finding things that are mysterious, even unsettling,” Olah said of Anthropic’s AI systems. “We find evidence of introspection [and] states that functionally mirror joy, satisfaction, fear, grief and unease.” (Leo took a different stance, writing that “so-called artificial intelligences do not undergo experiences.”) Meta’s chief AI officer, Alexandr Wang, recently said the company wants to be nice to its AI creations. “One of the things that we really care about is how can we develop the models and deploy the models in a way that is thoughtful about their subjective feeling,” he said on the “Core Memory” podcast. Neuroscientists and brain experts are generally skeptical that today’s AI models are or could soon be conscious.

https://wapo.st/3SDUIhI

The AI Lane to Watch - Matt Wolfe, Future Tools

Large Language Models (the ones powering ChatGPT, Claude, Gemini) are trained on text. They predict the next word in a sentence—great for writing, summarizing, and reasoning over language.

Large Quantitative Models are trained on numerical data and scientific equations from real-world lab experiments. They predict things like how strongly a molecule binds to a catalyst surface, or which drug candidates are worth testing in the lab, making them useful for non-text use cases.

LQMs are already integrated with Claude, and now they’re coming to Gemini. The first two models hitting Google Cloud Marketplace are AQCat (Q3 2026, for materials and catalyst discovery: think batteries, semiconductors, sustainable fuels) and AQPotency (later this year, for drug discovery). Researchers can prompt in plain English and have Gemini hand off the actual scientific calculations to a physics-grounded model underneath. The pattern is basically: LLMs as the interface, LQMs as the engine.

https://futuretools.beehiiv.com/p/the-ai-lane-to-watch

The seven operating truths of AI-native companies - McKinsey

These are not isolated experiments. Over the past several months, we have met with the tech and business leaders at 15 AI-centric companies—spanning continents, industries, and stages of development, from four-person start-ups to established global platforms—to learn what it takes to make AI capabilities truly deliver. We expected to hear 15 different stories. Instead, this diverse group of businesses, independent of one another, seemed to converge on the same fundamental insights about what it takes to successfully place AI at the center of the organization. That convergence is the story.

https://www.mckinsey.com/capabilities/business-building/our-insights/the-seven-operating-truths-of-ai-native-companies

Will AI in education succeed? - Brad Olsen and Jobin Thomas, Brookings

In May 1959, the first PLATO (Programmed Logic for Automated Teaching Operations) system was unveiled at the University of Illinois. This means that last month was the 67th anniversary of the birth of Computer-Assisted Instruction (CAI). Such an event merits a look at technology in education today. Many people are currently either for or against generative artificial intelligence (AI) in education—a stark binary that misses the complexity and inevitability of the current technological revolution. The success or failure of using technology for education (EdTech) is only partly about the technology itself. What matters more are the conditions underlying EdTech. EdTech is a tool, not a standalone solution, and without a proper support system in place, it will not succeed.

https://www.brookings.edu/articles/will-ai-in-education-succeed/ 

I landed a Big Tech AI job. Treating my career like a science lab helped me overcome my fear of learning - As told to Charissa Cheong, Business Insider

This as-told-to essay is based on a conversation with Nitya Kumar, 25, an Adobe employee who lives in India. The following has been edited for length and clarity. I landed a product design role at Meta straight out of college in 2022. By 2024, I saw the industry pivoting toward AI and wanted to learn new AI design skills. During this process, I stopped seeing my career as a ladder with a focus on moving upward. In my view, all work and no play keeps the Big Tech offers away, so I started treating my career like a science lab, giving myself the freedom to experiment. This helped me overcome my fear of learning a new technology and land a role working with AI at Adobe.

https://www.businessinsider.com/treating-career-science-lab-ladder-overcome-ai-job-fear-2026-6

AI Skills Gap: What Industries Are Hiring AI Talent in 2026 - Boston University

The hardest part of the AI boom is no longer building the technology. It is finding people who can put it to work. Across nearly every sector, demand for AI talent is running well ahead of supply, and the gap is reshaping who gets hired, what they are paid, and which skills are worth investing in. If you are weighing a move into AI, that imbalance is the opportunity. Here is where the demand is concentrated in 2026, what those roles pay, and how to choose a path that fits the industry you are in or the one you want to enter.

https://www.bu.edu/online/2026/06/27/ai_skills_gap_2026/

Stanford graduates rethink their futures as AI transforms tech - Lily Jamali, BBC

Stanford occupies a unique position in the American tech ecosystem. It's regarded as a hotbed of innovation and resides in the shadow of some of the most influential Big Tech companies on the planet, including many pioneers in the AI field. Its elite students enter the job market with an undeniable edge. Yet even there, the backlash was inescapable. The BBC spoke to Stanford graduates shortly after Pichai finished his address and they expressed a wide range of views on AI. Some are scared. Some are excited. But nearly everyone agrees that AI is already changing the world around them, whether they like it or not.

https://www.bbc.com/news/articles/c872j82j2qyo

Teaching, AI, and the Human Core of Education : The Future Worth Defending - Armand Doucet

For teachers, their unions, and the policymakers who shape the conditions in which they work, the question is no longer whether AI will shape education, but how that shaping will be governed. The purpose of this report is to take stock of that reality: to identify what has changed, what remains essential, and what education systems must now do differently if AI is to be integrated responsibly, based on needs and governed in the public interest. Its central claim is straightforward. AI is not disrupting the purpose of education. It is disrupting the conditions under which that purpose can be realized. What follows therefore examines what has changed, what has not, and what must now be intentionally rebuilt, protected, and governed.

https://www.ei-ie.org/en/item/32620:teaching-ai-and-the-human-core-of-education-the-future-worth-defending

International Perspectives on AI in Higher Education - University of Bonn

Artificial intelligence is rapidly becoming a key factor in higher education, opening up new possibilities for learning, teaching and examinations while also leaving universities grappling with fundamental strategic, ethical and organizational questions. Hosted by the University of Bonn from June 10 to 12, 2026, the annual summit of the Global Universities for Societal Impact (GUSI) international network focused on how higher-education institutions can shape this change responsibly. Representatives from the five partner universities debated how AI is transforming research and teaching and what answers higher-education institutions need to find to address these trends.

https://www.uni-bonn.de/en/news/121-2026

Examining the influence of AI in higher education - Amy Juravich, WOSU

Last year, the California State University System entered into a contract with OpenAI to provide students, faculty and staff with ChatGPT Edu. The contract was recently renewed despite many students and professor encouraging the university not to continue the deal. Just recently, here in Ohio, the University of Cincinnati did the same, offering BearcatGPT to all their students and faculty for free. Ohio State University is no exception. The AI Fluency initiative is in full swing and has recently broadened into the Arts and Humanities AI Institute. Should universities conform to AI in academic spaces? What are the potential negative consequences of AI use in higher education?

https://www.wosu.org/show/all-sides/2026-06-29/examining-the-influence-of-ai-in-higher-education

‘RAISE US’ Is a Rare Positive Development in AI Transformation - Ray Schroeder, Inside Higher Ed

Remarkably, in this highly partisan era of American history, there is a newly formed, nonpartisan association with the stated purpose of “partnering with governors, employers and training partners to help the American workforce make a successful transition to an AI economy.” This is the first large-scale, independent entity formed to address the challenge that is top of mind of many of us in higher education and associated fields who are concerned with the anticipated impact of artificial intelligence on the workforce. It is good news!

https://www.insidehighered.com/opinion/columns/online-trending-now/2026/07/08/raise-us-rare-positive-development-ai-transformation

OpenAI Has New AI Models. Here’s Why You Can’t Use Them - Maxwell Zeff, Wired

The White House asked OpenAI to delay the rollout of its GPT-5.6 AI models, two weeks after Anthropic had to take its most advanced AI models offline. OpenAI is delaying the public release of its next generation of AI models, GPT-5.6, at the request of Trump’s White House, the company confirmed on Friday. OpenAI said it would first share the models with a small set of customers, which will be preapproved by the US government. It will then work with the administration to slowly expand access.

https://www.wired.com/story/openai-gpt-56-model-release-trump-admin-approval/

9 Free "AI Skills" and "Plug-ins" That Feel Like Cheat Codes - Matt Wolfe, YouTube

In this video, creator Matt Wolfe breaks down how to leverage "skills" and "plugins"—which are essentially reusable instruction files, advanced prompts, or bundled configurations—across popular AI developer environments and agent harnesses like OpenAI's Codeex and Anthropic's Claude Code. Instead of just adding context, these free tools instill repeatable, specialized behaviors in an AI agent. Wolfe highlights a variety of practical tools, starting with GStack from Y Combinator's Gary Tan, which transforms an AI into an entire virtual engineering team. He also highlights Stop Slop for stripping out generic "AI-isms" from text, and Last 30 Days for running deep, real-time sentiment research across the web. The video also explores highly visual and creative AI utilities. Wolfe demonstrates Graphify and Understand Anything, two tools that map complex codebases or personal knowledge databases into queryable, interactive knowledge graphs to significantly lower token costs and improve engineering onboarding. Finally, he compares specialized aesthetic enhancers like Anthropic's Front-End Design and the Taste skill for UI refinement, alongside animation tools like Remotion and HeyGen's Hyperframes, which write code to automatically generate motion graphics, video charts, and logo reveals from simple text prompts. [assistance with summary by Gemini Flash]

https://www.youtube.com/watch?v=STH929HARLo

The symbiotic enterprise - McKinsey

The symbiotic enterprise - McKinsey

At scale, this transformation gives rise to a new enterprise model: the symbiotic enterprise, in which humans, AI agents, and intelligent robots each contribute according to their respective strengths within flatter organizations and under a new economic model, with technology becoming a primary cost driver. Beyond productivity, the symbiotic enterprise fundamentally changes the economics of growth by enabling organizations to innovate faster, adapt continuously, unlock new revenue opportunities, and scale through software rather than labor. Traditional advantages such as expertise, workforce scale, coordination complexity, and market frictions erode, lowering barriers to entry and enabling customer re-insourcing and AI-native competitors to challenge incumbents. 

https://www.mckinsey.com/capabilities/quantumblack/our-insights/the-symbiotic-enterprise

Amazon is joining RAISE US as a founding member to help workers prepare for the jobs of tomorrow. - Amazon

Amazon is partnering with RAISE US to help American workers develop skills for AI-era jobs. RAISE US brings together companies, policymakers, and educators to address the workforce impacts of AI. The coalition will further extend Amazon's reach to support communities and workers with the skills they need. Today Amazon is announcing that we’ve joined RAISE US as a founding member to develop the workforce of the future for our employees and communities. RAISE US is a new bipartisan coalition that brings together companies, policymakers, and leaders to accelerate the transition to the jobs of the future. AI is transforming how we live and work at a pace few of us could have predicted. At Amazon, we see this every day—in the AI-powered tools that help our customers, the systems that optimize our logistics network, and the generative AI services we offer through AWS.

https://www.aboutamazon.com/news/policy-new-views/amazon-joins-raise-us-ai-workforce

Americans and AI 2026: Chatbots, Smart Devices and Views on Impact - Jeffery Gottlieb, et al; Pew Research

About half of U.S. adults now report using AI chatbots, up substantially from the summer of 2024.1 This includes roughly one-in-four who use these tools on daily basis. Some people are bringing AI into their homes. About a third of Americans say they have a smart speaker, and smaller shares have a doorbell or thermostat with AI features. But Americans —including younger adults— are deeply skeptical of AI. More adults predict that AI will have a negative rather than positive impact on them and on society. And majorities think AI is advancing too quickly and will put their personal information at risk.

 

https://www.pewresearch.org/internet/2026/06/17/americans-and-ai-2026-chatbots-smart-devices-and-views-on-impact/

Universities must help shut down the illicit AI detection economy - Benjamin Luke Moorhouse and James Mian Jia, Times Higher Education

Many institutions now treat the AI-likelihood scores they generate as evidence in academic misconduct procedures, and some universities are setting explicit thresholds above which disciplinary action may follow. However, the role of these tools is not always articulated clearly to students (or sometimes even to instructors). And this generates anxiety – and a black market in managing it. Students are naturally worried about the degree to which their use of AI will be deemed appropriate by markers and whether declaring certain AI uses may lead to academic integrity investigations and, potentially, disciplinary action. Moreover, while “academic integrity tools” advertise their systems as highly accurate, cases of false positives are frequently shared on social media. Many students will be aware that even the US Declaration of Independence has been flagged as AI-generated. And the tools have been found to be particularly prone to error when assessing texts written by non-native speakers of English – a particular issue in Hong Kong.

https://www.timeshighereducation.com/opinion/universities-must-help-shut-down-illicit-ai-detection-economy

Teaching and Learning AI-mediated Information Problem Solving in Higher Education (ERIC). - Josien Boetje, Cabi Digital Library

In contemporary higher education, students are increasingly expected to manage and synthesize large volumes of online information. However, many struggle with effective digital information problem solving (IPS), a competence critical to academic success. Generative AI tools offer new opportunities for searching, synthesizing, and creating information. However, using generative AI uncritically in IPS may hinder students' IPS competence development and lead to the acceptance of biased or false information. Despite a growing consensus on the need to integrate AI literacy into the IPS curriculum, a clear, evidence-based pedagogical strategy is lacking. Empirical studies that specifically investigate the impact of GenAI on IPS competence in higher education are emerging but have not yet been systematically synthesized. This leaves educators without clear guidance on how to adapt their teaching to foster IPS competence in the GenAI era. This systematic literature review aims to synthesize the available empirical evidence on the influence of generative AI on teaching and learning digital IPS competence in higher education.

https://www.cabidigitallibrary.org/doi/10.1079/searchRxiv.2026.01365

Unis claim they teach critical thinking. AI is calling their bluff - Sinclair Davidson, Financial Review

AI can search, summarise, recombine, classify, draft, and generate alternatives. At best, it can be a useful learning assistant. It does not know which problems are worth solving, which assumptions matter, which sources should be trusted, or which conclusions should be defended under uncertainty. There is an old Socratic point here. Learning to prompt well is the old educational problem in new language – a good question is often worth more than a good answer. A weak student asks AI for a conclusion. Stronger students ask it to test assumptions, identify missing evidence, compare explanations, generate objections, or apply a principle to a new case.

https://www.afr.com/work-and-careers/education/unis-claim-they-teach-critical-thinking-ai-is-calling-their-bluff-20260623-p6097d

Would You Trust AI for Ethical Advice? - Knowledge at Wharton

The scholars said the study reveals shifts in how people think about AI. The studies were conducted in 2023 and 2025, and the scholars said they would be curious to see whether results would change if they redid the experiments now. Despite all the improvements to large language models like ChatGPT, Terwiesch said there’s still something unnerving about taking advice from a machine. “There is some human desire in us that makes us want to listen to music generated by other humans, read a book written by a person. You are looking for somebody who has suffered, who has loved, who has experienced life. How can a computer that has never been alive relate to the human struggle?” he said. “I think this is a natural hesitation, which makes the [results] more remarkable.”

https://knowledge.wharton.upenn.edu/article/would-you-trust-ai-for-ethical-advice/

UB Research Positions Artificial Intelligence at the Centre of Academic Integrity and Data Governance - University of Botswana

The growing influence of artificial intelligence (AI) in higher education is reshaping how universities safeguard academic integrity and manage research data with the University of Botswana (UB) contributing to emerging global debates on how these technologies should be responsibly integrated into learning systems. At the centre of this conversation is research by Dr Dennis Kealeboga Mabalane, Manager: Content Design and Development in the Centre for Learning and Teaching Innovation (CLTI), which examines how AI-enhanced Turnitin integrated into the Moodle Learning Management System can be used to strengthen academic integrity and improve research data governance within universities.

https://www.ub.bw/news/ub-research-positions-artificial-intelligence-centre-academic-integrity-and-data-governance

Panelists say state, colleges must meet workforce needs as AI use grows - Matthew McFarland, News Tribune

The use of artificial intelligence will continue to grow at higher education institutions around the state, a panel of AI and education experts said Thursday. As part of a statewide forum on AI and data centers at the Missouri University of Science & Technology in Rolla, two Missouri education administrators and the CEO of a Cape Girardeau nonprofit focused on AI training took part in a panel on workforce development. Their message, overwhelmingly, was that higher education must adapt to AI, not fight it. "Are you going to stop fire? Are you going to stop the wheel? Are you going to stop the industrial revolution? You're not going to stop AI," said Hal Higdon, chancellor of Ozarks Technical Community College. "Fighting is futile, but learning to use it responsibly is the way."

https://www.newstribune.com/news/2026/jun/21/panelists-say-state-colleges-must-meet-workforce/

Personalized talent cultivation and academic prediction framework for higher education based on the HA-GNN-LSTM architecture - Qi Gong & Jing Shi, Nature

To address the dilemma of homogeneous talent training and the efficiency bottleneck of human resource management in universities, this study proposes an innovative personalized training framework integrating artificial intelligence, big data, and deep learning. Based on the 18-dimensional full-cycle behavior dataset of 5,000 students and OULAD dataset, a multimodal heterogeneous data fusion pipeline is constructed. 

The simulation results demonstrate that, under established constraints and historical sample distributions, advisor allocation response time could be reduced by 60% and resource idle rate could be decreased by 63.4%. These findings indicate the framework’s potential for optimizing educational resource allocation. However, its managerial benefits require further validation through subsequent real-world deployment and long-term follow-up studies.

https://www.nature.com/articles/s41598-026-59218-y

Studying the Use of Generative Artificial Intelligence in Undergraduate Research at the U.S. Military AcademyPeer-Review - John Scudder1, et al; Journal of Military Learning

At the U.S. Military Academy (USMA) in West Point, New York, where academic integrity and pedagogical rigor are foundational, initial guidance on generative AI was introduced in 2023. While it emphasized the importance of integrity and instructor-specific policies, the use of generative AI remained decentralized and varied across disciplines (Reeves, 2023). Given this context, faculty members across five academic programs initiated a collaborative, multiyear research project to track the adoption, utility, and implications of generative AI in student-driven research activities. This study aims to document and analyze the technological engagement and ethical considerations among cadets from the class of 2024 through the class of 2029.

https://www.armyupress.army.mil/journals/journal-of-military-learning/journal-of-military-learning-archives/jml-2026/studying-generative-ai/

How Artificial Intelligence Is Changing Healthcare, Manufacturing, Recycling and Education - Tech Business News

Artificial intelligence (AI) is no longer a future-facing technology sitting inside research labs. It is now being used in doctor’s offices, classrooms, factories, recycling plants, semiconductor research facilities and government departments. The real shift is not just that AI can generate text, images or code. The bigger change is that AI systems are now being connected to daily decision-making, physical infrastructure and professional workflows. That makes the technology more useful, but also more difficult to manage. Across industries, AI is being used to detect disease, support teachers, predict machine failures, sort waste, discover new semiconductor materials, analyse risk, automate service desks and assist with policy planning. At the same time, it is raising hard questions about bias, privacy, security, accountability and whether people can understand how an AI system reached its answer.

https://www.techbusinessnews.com.au/ai-applications-across-industries/

The Next 5 Years: A Supersonic Tsunami - Peter H. Diamandis, Metatrends

Elon described the near future as a “supersonic tsunami”: a wave moving so fast and so large that by the time you hear it coming, it has already broken over you. The phrase stuck with me. So let me lay it out in detail, with the actual numbers, because I don’t think most people have any real sense of what the next 60 months hold. Buckle up. Start with the price of intelligence, because it is collapsing faster than anything in the history of technology. According to the Stanford AI Index, the cost of tokens dropped 280x collapse in 24 months. For frontier models, the price has been dropping about 10x every single year, from $20 to about $0.40 per million tokens. Not 10% cheaper. Ten times cheaper, annually.

https://metatrends.substack.com/p/the-next-5-years-a-supersonic-tsunami

Re-educating graduates for the competitive job market - Amber Wang, University World News

As another record number of university graduates enter China’s job market this month, authorities are increasingly encouraging both students and unemployed graduates to be “re-educated” through vocational and skills-based training. Across China, cities and provinces are offering “technician class” programmes aimed at improving employment outcomes among young people. With strong backing from local governments, initiatives typically combine vocational education with internships and job placement opportunities in strategic industries. Local authorities in Beijing, Guangdong, Zhejiang and Anhui, together with vocational institutions, have recently launched a range of full-time training programmes as well as shorter subsidised skills courses.

https://www.universityworldnews.com/post.php?story=20260619124124915