Topics
- PinnedNewsEdSurge15 Jul 2026
How My School Used Common Sense and Collaboration to Confront AI
This news article describes how an Indigenous school's instructional technology coordinator helped teachers confront the challenge of AI-generated student writing through collaboration and common sense. They addressed the phenomenon of 'unproductive success' where students use AI to complete assignments without learning. The piece highlights the need for pedagogical shifts and teacher training in response to AI tools.
Original abstract
<p>We’ve all had some version of the nightmare: You’ve been inexplicably thrown back into high school, and now you’re standing in front of the class. You’re about to give a speech, but you can’t remember a word. The panic is exacerbated by the faces of students staring at you, some hiding snickers and others openly laughing. Everyone knows what’s going on but you.</p><p>I was reminded of this bad dream over the past few years. As my Indigenous school’s instructional technology coordinator, I have seen my office transform from a routine integration hub into a digital confessional. Colleagues and teachers who are trying to navigate destabilizing technology changes slip inside and close the door. Some are looking for practical technology triage, or just a safe space to vent their frustrations, only to recount a similar nightmare. </p><p>For these educators, the experience triggers a sharp wave of panic, a sudden realization that the pedagogical ground has shifted beneath their feet and they can no longer trust their own instincts or traditional technology guardrails. But what follows the panic is a deep, stinging embarrassment. </p><p>With open and hopeful hearts, these teachers publicly praised student writing, extolling the hard work and growth they believed the student had demonstrated, only to find themselves surrounded by the giggles of classmates who already knew the truth: the writing had been fully generated by an AI tool.</p><p>The students had technically succeeded while learning very little, a phenomenon Micah Miner describes as <em>unproductive success</em> in “<a href="https://minerclass.github.io/dissertationquestionsbeta/dissertation-sites/"><u>Beyond Secondary Orality</u></a>.” As a result, teachers and administrators are left trying to respond to tools and behaviors they don’t yet fully understand and have never been trained to address. </p><p>These individual instances of unproductive success were not isolated classroom frustrations; they were early s
- NewsLanguage Magazine25 Jul 2026
‘Speak the New Language of Adaptability’
The 2026 ETS Human Progress Report emphasizes adaptability as the most critical career skill, surpassing traditional job tenure. Multilingual individuals are found to have a distinct advantage in adaptability, based on a survey of over 32,000 workers across 18 countries.
Original abstract
According to the 2026 ETS Human Progress Report, traditional job tenure is no longer a guarantee of security; instead, adaptability has become the single most critical capability for career survival and progress. Multilinguals have an advantage when it comes to adaptability. Educational Testing Service’s survey of over 32,000 workers and individuals across 18 countries presents […] The post ‘Speak the New Language of Adaptability’ appeared first on Language Magazine .
- NewsLanguage Magazine24 Jul 2026
Supports for Struggling Adolescent Readers
Middle and high school teachers face diverse literacy levels, with some students lacking basic phonics and decoding skills. This challenge leads to disengagement and requires targeted support for struggling adolescent readers. The article highlights the need for interventions beyond grade-level text exposure.
Original abstract
Middle and high school teachers often face the challenge of addressing a wide range of literacy levels among their students. While some students are ready to read complex texts independently, others struggle with fundamental skills like phonics and decoding, leading to disengagement and a loss of motivation. At the same time, teachers may be limited […] The post Supports for Struggling Adolescent Readers appeared first on Language Magazine .
- NewsThe PIE News24 Jul 2026
Should the UK capital’s higher ed institutions be ‘Londonmaxxing’?
The Mayor of London and the city's universities launched a campaign to promote London as a global higher education capital, highlighting its unmatched scale, diversity, and excellence. The initiative aims to attract international students and showcase London's contributions to economic growth and research, with future phases focusing on international competitiveness and policy support.
Original abstract
Last week, Sadiq Khan joined forces with the capital’s universities, conservatoires, specialist institutions and research centres to make the case for London as the higher education capital of the world. The campaign kicked off with an event at University College London to launch a new publication from London Higher , the voice of the capital’s higher education sector, which highlights the ways in which London combines scale, diversity and excellence of higher education unmatched among its global peers. Speaking at the event, Tory Peer and chair of the APPG for London, Lord Kulveer Ranger, pointed out that London offers “world class” experiences in many areas that “we don’t shine a light on”. If London institutions do not “do Londonmaxxing”, he suggested, other prominent cities around the world will continue to highlight all that they have to offer – potentially at the UK capital’s expense. “[Other cities] champion what they have, and it’s our job to champion what we have, especially when it’s so good,” he said. Meanwhile, future phases of the campaign will examine international student competitiveness, the sector’s contribution to economic growth and the policy conditions needed to support world-leading industries including life sciences and the creative economy. The capital is home to more students and higher education institutions than international competitors like New York City, Boston and Singapore, while its universities generate economic activity, research breakthroughs and skilled graduates that support communities and industries around the UK and across the globe. A strong higher education sector in London helps the whole country succeed. Every year our universities open doors for hundreds of thousands of students while supporting jobs, driving growth and strengthening the UK’s place on the world stage Sadiq Khan, Mayor of London In a foreword to the publication, Khan describes London’s higher education sector as a critical national asset, helping to drive
- NewsThe PIE News24 Jul 2026
AI in Admissions: please don’t do it just because you can
AI tools are increasingly used in university admissions to speed up processing and improve matching, but they risk reproducing historical biases and overlooking nontraditional applicants, as they learn from past data.
Original abstract
New tools promise faster processing, better student-course matching and improved risk assessment. The Uni Guide, for example, uses AI to help students identify universities and courses that fit their aspirations, while UniReady Global has developed AI capabilities to help providers assess whether applicants are likely to be genuine students. Others are going further, seeking to automate significant parts, or even all, of the admissions process. The attraction is obvious. AI processes information at a scale no human team can match. It can triage applications, identify missing documents, flag inconsistencies, detect potential fraud and highlight where an applicant’s background, ambitions and chosen programme may not align. For institutions under growing pressure to recruit effectively while managing compliance and costs, AI offers genuine advantages. But there is a crucial distinction between using AI to support admissions decisions and allowing Agentic AI to make them. The danger begins when a risk flag automatically becomes a rejection, a course-fit score becomes a gatekeeper, or an automated recommendation is treated as more objective than the human judgement it was designed to inform. Three risks deserve particular attention. The first is institutional repetition. Professor Marnie Hughes-Warrington has observed that the large language models underpinning AI are inherently historical. They learn from what has happened before. That is precisely what makes them effective; but it also means they risk reproducing yesterday’s patterns rather than identifying tomorrow’s potential. Universities rightly talk about preparing students for a changing world. Yet admissions systems trained on previous cohorts may repeatedly favour applicants who resemble those already admitted. Efficiency could come at the expense of opportunity, overlooking talented students whose potential sits outside historical norms. The second challenge is bias. Admissions systems trained on previous coho
- NewsInside Higher Ed24 Jul 2026
UNC, Virginia Tech to Partner With Defense on Senior Leadership
The University of North Carolina at Chapel Hill and Virginia Tech are partnering with the U.S. Department of Defense on a program for senior leadership development. The initiative aims to strengthen ties between academia and national security sectors.
Original abstract
<span>UNC, Virginia Tech to Partner With Defense on Senior Leadership </span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2026-05/UNC_chapel_hill_GettyImages-820779380_edit.jpg" width="1200" height="800" alt="The South Building at The University of North Carolina at Chapel Hill in Chapel Hill, North Carolina is adorned with banners on a beautiful spring day."> </div> <span><span>Johanna Alonso</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/johanna-alonso" hreflang="en">Johanna Alonso</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
White House Seeks to Steer More Research Funding Away From Academia
The White House has released a new strategy for science and research that aims to direct more funding away from academia, though it stops short of eliminating higher education's role entirely. The implications for research institutions and fields like language education remain uncertain.
Original abstract
<span>White House Seeks to Steer More Research Funding Away From Academia</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2026-07/Lab_workers_science_office_GettyImages-490527337_edit.jpg" width="1200" height="801" alt="Scientists working at a mostly empty laboratory."> </div> <span><span>Ryan Quinn</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <p><span>In its new strategy for science and research, the administration stopped short of jettisoning higher ed’s role in America’s scientific enterprise. What it all means remains to be seen.</span></p> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/ryan-quinn" hreflang="en">Ryan Quinn</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
On Keeping Sanity and Purpose While Higher Ed and DEI Are Under Attack
Discusses strategies for maintaining well-being and professional purpose in higher education amid ongoing political attacks on diversity, equity, and inclusion initiatives.
Original abstract
<span>On Keeping Sanity and Purpose While Higher Ed and DEI Are Under Attack</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2025-08/GettyImages-2152944484.jpg" width="2121" height="1414" alt="Three wooden blocks with the words "Diversity," "Equity" and "Inclusion" against a red background."> </div> <span><span>Elizabeth Redden</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <p>I offer four considerations to help navigate the year ahead.</p> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/cameron-c-beatty" hreflang="en">Cameron C. Beatty</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
Harvard President Discusses Federal Fight
Harvard President Alan Garber discussed the university's legal fight with the federal government and its broader implications for higher education at a Washington D.C. event. The interview focused on the conflict's potential impact on institutions nationwide.
Original abstract
<span>Harvard President Discusses Federal Fight</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2026-07/Harvard_President_Alan_Garber_01.jpg" width="1200" height="800" alt="A photo of Alan Garber speaking at the he Economic Club of Washington, D.C."> </div> <span><span>Josh Moody</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <p>Alan Garber talked about the university’s legal fight with the federal government—and its implications for higher ed and the nation—in an interview at an event in D.C. Thursday.</p> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/node/4229" hreflang="en">Josh Moody</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
NVIDIA CEO Donates $75M to Vanderbilt San Francisco
NVIDIA CEO Jensen Huang donated $75 million to Vanderbilt University's San Francisco campus.
Original abstract
<span>NVIDIA CEO Donates $75M to Vanderbilt San Francisco</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2026-07/GettyImages-2285692569.jpg" width="1024" height="683" alt="Jensen Huang in a black leather jacket against a black background that says NVIDIA"> </div> <span><span>Susan H. Greenberg</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/node/4397" hreflang="en">Susan H. Greenberg</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
Turning Apprenticeships Into Degrees
Michigan's apprenticeship-credit initiative allows working adults to apply job training toward an associate degree and future education, aiming to bridge the gap between workforce experience and academic credentials.
Original abstract
<span>Turning Apprenticeships Into Degrees</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2026-07/GettyImages-2188581108.jpg" width="2121" height="1414" alt=" Qualified welders working on steel construction, grinding and welding iron parts in modern bright warehouse."> </div> <span><span>Joshua.Bay</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <p>Michigan’s apprenticeship-credit initiative helps working adults apply job training toward an associate degree and future education.</p> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/joshua-bay" hreflang="en">Joshua Bay</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
ED Scraps Tool to Investigate Discrimination
The Office for Civil Rights at the U.S. Department of Education has ended its use of disparate impact analysis to investigate whether educational institutions' policies discriminate against minority groups, a practice that had been in place for decades. This policy shift may reduce federal oversight of systemic discrimination, including issues affecting English language learners and other marginalized students.
Original abstract
<span>ED Scraps Tool to Investigate Discrimination</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2025-02/GettyImages-2198722212.jpg" width="1024" height="683" alt="Education Department building"> </div> <span><span>Sara Weissman</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <p>For decades, the Office for Civil Rights investigated whether educational institutions’ policies disparately impacted minority groups in discriminatory ways. Not anymore.</p> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/sara-weissman" hreflang="en">Sara Weissman</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
3 Programmatic Accreditors Withdraw From Federal Recognition
Three programmatic accreditors have withdrawn from federal recognition, with Education Under Secretary Nicholas Kent attributing the withdrawals to the Trump administration's higher standards. At least one accrediting group disputes this explanation, raising implications for the recognition of specialized programs.
Original abstract
<span>3 Programmatic Accreditors Withdraw From Federal Recognition</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2026-07/Chiropractor_Adjusting_GettyImages-1962457513_edit.jpg" width="1200" height="800" alt="Chiropractor adjusting a clients upper back while they lay face down."> </div> <span><span>jessica.blake@…</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <p>Education Under Secretary Nicholas Kent said the withdrawals relate to the Trump administration’s higher standards. But at least one accrediting group disputes that.</p> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/jessica-blake" hreflang="en">Jessica Blake</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
Fumbling Toward an AI Policy
This opinion piece discusses the challenges higher education institutions face in developing coherent AI policies, with a humorous aside about the author's attachment to em dashes.
Original abstract
<span>Fumbling Toward an AI Policy</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2023-04/Blog-Logo-Confessions%20of%20a%20Community%20College%20Dean.png" width="650" height="432" alt="Logo of Confessions of a Community College Dean"> </div> <span><span>Sara Brady</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <p>You can pry my em dashes from my cold, dead hands.</p> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/matt-reed" hreflang="en">Matt Reed</a></div> </div> </div>
- NewsEdSurge24 Jul 2026
Early Childhood Education Teachers Grapple with Screen Time
The American Academy of Pediatrics updated its screen time guidelines for children, focusing on digital devices rather than TV, but early childhood educators found the recommendations too generic for pre-K students. Teachers report that excessive screen time can impair cognitive development and emotional regulation in young children, leading to shorter attention spans and quick-tempered behavior.
Original abstract
<p>When the American Academy of Pediatrics updated its<a href="https://publications.aap.org/pediatrics/article/157/2/e2025075320/206129/Digital-Ecosystems-Children-and-Adolescents-Policy"> <u>guidelines</u></a> around screen time for children and teenagers for the first time in 10 years this past January, many teachers and educators applauded the news. The document focused less on television and more on digital devices. It offered educators, families, pediatricians, and other stakeholders research-backed guidance on using digital devices to support children’s learning, rather than prioritize prolonged engagement. </p><p>However, many of the recommendations were not tailored to specific age groups. Recommendations like “create a family media plan” and “protect sleep” were helpful but offered few concrete steps for pre-K students. </p><p>That left early childhood educators asking what they could do for their young learners.</p><h2>The Risks in Pre-K Through K</h2><p>Unlike the physical world, digital content comes fast, in short bursts, and when kids get used to that, it has negative consequences. “Too much of this screen and things jumping in front of them, it could be damaging overall,” says Latoya Jones, a pre-K through fifth-grade media specialist in Broward County, Florida. “They are developing their cognitive processes, and if we’re teaching them to think in six-second bursts, maybe that’s not what we’re aiming for.”</p><p>When kids interact with devices rather than people, their emotional regulation can suffer, says Kristina Turner, a first-grade teacher at the Paterson, New Jersey, campus of<a href="https://collegeachieve.org/"> <u>College Achieve Public Schools</u></a>, a network of three K-12 charter schools. “A lot of the students, they are quick-tempered because they’re just used to quick things. If something takes too long, their behavior starts to heighten,” she says.</p><p>For the youngest learners in particular, “it is so important that they are learni
- NewsInside Higher Ed23 Jul 2026
Trump Administration Drops Demand for Names of Jewish Penn Employees
The Trump administration withdrew a demand for the University of Pennsylvania to hand over names of Jewish employees, ending a controversial request that had sparked concerns about privacy and discrimination.
Original abstract
<span>Trump Administration Drops Demand for Names of Jewish Penn Employees</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2025-03/University_of_Pennsylvania_GettyImages-2148041315_edit.jpg" width="1200" height="800" alt="University of Pennsylvania Locust Walk on campus. "> </div> <span><span>Emma Whitford</span></span> <span><time datetime="2026-07-23T14:35:00-04:00" title="Thursday, July 23, 2026 - 02:35 PM">Thu, 07/23/2026 - 02:35 PM</time> </span> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/emma-whitford" hreflang="en">Emma Whitford</a></div> </div> </div>
- NewsThe PIE News23 Jul 2026
From exam leaks to a national movement: Inside the protests reshaping India’s education debate
Thousands of students and supporters in Mumbai protested the National Eligibility-cum-Entrance Test (NEET-UG) exam leak, demanding the resignation of education minister Dharmendra Pradhan. The controversy has expanded into a broader debate about the psychological impact of India's high-stakes entrance exam system, with reports of student suicides linked to the scandal.
Original abstract
“Dharmendra Pradhan istifa do.” (“Dharmendra Pradhan, resign.”) The chant rolled across Mumbai’s Shivaji Park on Wednesday evening as thousands of students, graduates, parents, job seekers and supporters gathered around one of the city’s most recognisable public spaces. For hours, demonstrators occupied the roads surrounding the historic ground, long associated with political rallies and public movements. From balconies overlooking the procession, residents watched the march unfold. Some applauded as protesters passed below, while others filmed the demonstration from their homes. The immediate demand was clear: the resignation of union education minister Dharmendra Pradhan. The protests trace their origins to the National Eligibility-cum-Entrance Test (NEET-UG), India’s nationwide entrance examination for undergraduate medical and dental programs. More than 2.2 million candidates sat this year’s examination before authorities cancelled it following allegations that the question paper had been leaked, forcing students to sit an unprecedented nationwide re-examination weeks later. The Central Bureau of Investigation (CBI), which is probing the alleged leak, has arrested 13 people and says it has uncovered what investigators describe as a multi-state network involving individuals linked to the examination process, coaching teachers and intermediaries. According to the agency, questions from the Physics, Chemistry and Biology papers were allegedly circulated to students before the examination in exchange for money, with searches conducted across dozens of locations continuing as investigators prepare to file a chargesheet. The controversy has also been accompanied by reports of dozens of NEET-linked student suicides this year, transforming what began as an examination scandal into a broader debate about the psychological toll of India’s intensely competitive entrance examination system. For many protesters, Pradhan has become the face of the crisis, with demonstrators a
- NewsThe PIE News23 Jul 2026
Sunway University awards honorary master’s degree to Malaysian popstar Siti Nurhaliza
Sunway University awarded an honorary master's degree to Malaysian popstar Siti Nurhaliza for her outstanding contributions to the music and creative arts industry. Siti, known for recording songs in multiple languages including Malay, Arabic, Mandarin, and Japanese, emphasized the importance of championing creative arts and encouraging young people to give back through media and arts.
Original abstract
The move recognises her outstanding contribution to Malaysia’s music scene, with Siti Nurhaliza binti Tarudin’s monumentrally successful career landing her with the moniker “the voice of Asia”. Speaking exclusively to The PIE News at the awarding ceremony at Sunway University , Siti spoke about the importance of championing the creative arts in Malaysia. She said she was “very honoured” to receive the award and that the institution had recognised the media and creative industries, giving it equal importance compared to other industries. “If you start young, there’s a lot that you can give back to the country through the media and arts Siti Nurhaliza “If you start young, there’s a lot that you can give back to the country through the media and arts,” Siti said. In a message to graduating Sunway students, she encouraged them to continuously challenge themselves, ‘because the real lesson is not here at the graduation, but out there in the real world”. Meanwhile, Sunway University emphasised Siti’s “inspiring” career in the arts. She has recorded songs in several languages including Malay, Arabic, Mandarin and Japanese. “The award recognises her outstanding contributions and inspiring journey in the arts and creative industry. A truly unforgettable moment,” the university said in a statement. Sunway University is a leading private university in Malaysia, known for its strong international partnerships, research focus and emphasis on graduate employability. Based in Kuala Lumpur, it has developed collaborations with institutions including Lancaster University in the UK and has become a significant player in the country’s growing higher education sector. The post Sunway University awards honorary master’s degree to Malaysian popstar Siti Nurhaliza appeared first on The PIE News .
- NewsThe PIE News23 Jul 2026
Listen to Siti Nurhaliza’s performance at Sunway University graduation ceremony
Siti Nurhaliza performed at Sunway University's graduation ceremony, as reported by The PIE News. The event highlights a cultural performance at a university graduation.
Original abstract
The post Listen to Siti Nurhaliza’s performance at Sunway University graduation ceremony appeared first on The PIE News .
- NewsThe PIE News23 Jul 2026
Exclusive: Siti Nurhaliza Tarudin reflects on her honorary degree from Sunway University
Siti Nurhaliza Tarudin, a Malaysian singer, reflects on receiving an honorary degree from Sunway University, as reported by The PIE News.
Original abstract
The post Exclusive: Siti Nurhaliza Tarudin reflects on her honorary degree from Sunway University appeared first on The PIE News .
- NewsThe PIE News23 Jul 2026
Students across Mumbai join protests seeking education reforms in India
Students across Mumbai have joined protests calling for education reforms in India, highlighting ongoing discontent with the current system.
Original abstract
The post Students across Mumbai join protests seeking education reforms in India appeared first on The PIE News .
- NewsThe PIE News23 Jul 2026
UK unis join forces to offer study pathways for visa brake students
UK universities, in partnership with Mosaik Education, have launched the Mosaik Scholarship to provide online or transnational education pathways for students from Myanmar, Cameroon, Sudan, and Afghanistan affected by the Home Office's visa restrictions. The initiative offers 19 funded places across nine universities, aiming to support around 50 students overall, and addresses barriers to postgraduate study caused by the visa brake policy.
Original abstract
The universities have committed places through the Mosaik Scholarship, a new initiative providing alternative pathways to UK postgraduate education for students affected by the Home Office’s “visa brake” introduced in March. It followed rising concerns over asylum claims made by international students, with the government claiming that students from Myanmar, Cameroon, Sudan and Afghanistan were proportionally the worst culprits and pausing study visa applications from these nations. The policy prevented students from the four countries from accessing UK campus-based scholarships, including the Chevening program , through which around 50 students from these communities previously accessed postgraduate study each year. So far, 19 funded places have been secured through commitments from King’s College London, the University of London, the University of Leicester, the University of Northampton, the University of St Andrews, Cardiff University, Birkbeck, University of London, the University of Salford and Aberystwyth University, in partnership with Higher Ed Partners UK. All programs will be delivered through online or transnational education (TNE) routes, currently the only available pathways for new students from the affected countries to gain a UK degree. The initiative has been coordinated through the Global Response Platform, a sector-wide collaboration led by Mosaik Education that connects UK universities with humanitarian networks supporting displaced and crisis-affected students. Through the platform, universities receive support identifying and selecting students, as well as coordinating with partners in affected regions, including UNHCR India, Prospect Burma and Open Dreams in Cameroon. Further university commitments are expected later in 2026, with the initiative aiming to support around 50 students overall. Ben Webster, CEO of Mosaik Education, said the collaboration demonstrated how the sector could respond collectively when traditional routes to education w
- NewsThe PIE News23 Jul 2026
Our obsession with ‘work-readiness’ may be making young people less prepared for work
Despite increased efforts to make education work-focused, employers still report young people are unprepared, possibly because careers evolve faster than curricula can adapt.
Original abstract
Every graduation season, a familiar scene plays out in schools and universities across the world. Headteachers, university leaders and employer partners stand in front of young people and offer the same reassurance: that the education they have just completed has made them ‘work-ready’. It’s a comforting phrase. Parents want to hear it. Schools want to deliver it. Universities point to it as evidence of value. And the intention behind it is absolutely the right one. When young people leave education, they should be equipped to contribute, support themselves and build meaningful careers. No sensible educator would argue otherwise. But there is a question that has been bothering me for some time. If we are spending more time than ever preparing young people for work, why do so many employers still tell us that young people are not prepared for work? Something doesn’t quite add up. Over the past two decades, schools, universities and employers have worked harder than ever to close the gap between education and employment. Vocational pathways have expanded. Employers have become more involved in education. Skills frameworks have been developed, refined and redeveloped. By almost any measure, this should be the most work-ready generation in history. If we are spending more time than ever preparing young people for work, why do so many employers still tell us that young people are not prepared for work? And yet we continue to hear concerns about the gap between what young people know and what they can actually do. At the same time, the careers they are preparing for are changing faster than ever. Twenty years ago, very few schools were preparing students to become app developers, social media strategists or sustainability officers. Today, those are established professions. The same will be true of many of tomorrow’s careers that we simply cannot see yet. That’s the challenge. The future of work is evolving faster than our ability to predict it. The World Economic Forum’s
- NewsThe PIE News23 Jul 2026
Seoul crowned world’s best student city for second year
Seoul retained the top spot as the world's best student city in the QS rankings for the second consecutive year, achieving a perfect score of 100. The evaluation considered university strength, employer appeal, affordability, and student feedback, with QS highlighting sustained investment in South Korean higher education. Australian cities Melbourne and Sydney climbed into the top five, while UK cities had the most appearances overall.
Original abstract
The Korean capital was the only city to gain an overall score of 100, with the rankings based on various measures from the strength of its universities and their appeal to employers, to affordability and the views of students. “Seoul’s repeat title reflects sustained investment in higher education,” said QS senior vice president Ben Sowter. “To top a field of 150 cities once is an achievement; to do it twice in succession, and with a perfect score, speaks to something durable”. “South Korea is showing that quality is spreading across the country, not pooling in one place,” added Sowter, highlighting the depth beyond the capital, with Daejeon and Gwangju entering the rankings for the first time, bringing the total to five. While the podium positions remain unchanged from last year , Australian cities saw notable rises, with Melbourne and Sydney climbing into the world’s top five student cities, with the latter tied with Munich to complete the top five. Berlin was the second-highest German city, drawing with Paris at 7th place, while the German capital was rated first in the world by students themselves. The rise of Melbourne and Sydney gave Australia more cities in the top five than any other country, as well as being home to the world’s two most diverse cities, though affordability remains a challenge for all of its seven ranked locations. Meanwhile, 16 UK cities placed in the 150-strong ranking – the most appearances of any country and highlighting the breadth of the sector. Behind London, Edinburgh climbed two places to 15 th , and Glasgow climbed four places to reach 35th. To qualify for the index, a city needs a population of above 250,000 and at least two universities in the QS World Rankings, excluding celebrated but smaller university towns such as Oxford and Cambridge, noted QS. South Korea is showing that quality is spreading across the country, not pooling in one place Ben Sowter, QS QS said London owed its third-place position to the strength of its unive
- NewsLanguage Magazine22 Jul 2026
Adolescent Literacy Can’t Wait
Only 30% of eighth graders and 35% of twelfth graders read at a proficient level according to the 2024 NAEP Report Card. Laura Stewart, Terrie Noland, and Jeanne Schopf provide practical strategies for improving adolescent literacy in secondary classrooms.
Original abstract
Laura Stewart, Terrie Noland, and Jeanne Schopf offer practical strategies for the secondary classroom The 2024 NAEP Report Card delivered a stark reminder: only 30% of eighth graders and 35% of twelfth graders are reading at a proficient level. These are not abstract statistics. They represent students like the eighth grader who threw a computer […] The post Adolescent Literacy Can’t Wait appeared first on Language Magazine .
- NewsEdSurge22 Jul 2026
We Must Stop Using AI to ‘Level-Down’ Our Students
This article argues that using AI to simplify texts for students, a practice known as text leveling, reduces the richness of literature and prevents students from engaging in effortful thinking. Instead, teachers should scaffold access to complex texts rather than dumbing them down. The author cautions against the temptation of AI shortcuts in education.
Original abstract
<p>No one would remember the line, “Keep being good and special, Ponyboy. Don’t change.” It just doesn’t hit the same as <a href="https://www.sehinton.com/"><u>S.E. Hinton’s</u></a> classic line, “Stay gold, Ponyboy, stay gold.” </p><p>Many English teachers, myself included, would consider it an atrocity to diminish this canonical line in literary history to such sterile and lifeless simplicity. Students deserve a better reading experience than that. Yet this is just what happens when teachers decide to level a text down to a student’s “instructional level” rather than scaffolding up their access to a complex text. </p><p>In my own district, just two years ago, educators raved about a new AI tool that helps teachers level text and encouraged the department to spend thousands of dollars on it. When I first heard about it, I admit, I was dazzled. The most time-consuming and work-intensive part of teaching for me has always been differentiating for the small percentage of kids who just don’t get it the first, second, or even third time you teach something. </p><p>This program was going to do it all for me, but the caveat was that it would also do all the thinking for the kids. When we keep kids from actually doing work that requires effortful thinking, they don’t learn anything at all. </p><p>While <a href="https://www.thereadingleague.org/compass/policymakers-and-state-education-agencies/"><u>many states</u></a> are passing legislation that focuses on the Science of Reading, moving districts away from programs that promote text leveling, many edtech companies are promoting this practice through their newest AI models. In our world of quick and snappy AI solutions, the leveled text shortcut is all too easy to take, but we should not give in to temptation. </p><h2>The History of Text Leveling</h2><p>The practice of teaching students at their “instructional” level has a long, storied history leading back to the founding colonies. If that sort of history interests you, I
- NewsEdSurge22 Jul 2026
What Does AI Cost When We Skip the Work?
This EdSurge podcast episode discusses the enduring value of a college degree and writing skills in the age of AI, featuring guests who argue that the benefits of these experiences—such as personal growth and deep learning—cannot be replicated by artificial intelligence.
Original abstract
<p>Every few months, another headline declares the college degree dead. <strong>This Week with EdSurge</strong> examines what still holds up when artificial intelligence moves fast, through two guests who are both defending something slow against something fast.</p><h2>A Four Year Degree in the Age of AI</h2><p><a href="https://www.edsurge.com/author/rita-finkel--9b5e61f9-c70d-441e-b13a-0c1a116d3d60"><u>Rita Finkel</u></a>, co-president of the Armory Foundation and director of the Armory College Prep program, argues that a college degree was never just about a technical skill. She says the data tells a different story than the headlines suggest, and that the value of a degree comes from something artificial intelligence cannot replicate.</p><h2>The Fourth Essay</h2><p><a href="https://www.edsurge.com/author/cobretti-williams"><u>Cobretti Williams</u></a> of the <strong>EdSurge</strong> Voices of Change Fellowship makes a similar case for writing. He talks about the beauty in imperfection, and how a fellow's fourth essay reads nothing like the first, growth that only comes from doing the work yourself.</p><p><a href="https://www.edsurge.com/podcasts"><u>Listen to the episode</u></a>.</p><h2>Stories Mentioned in This Episode</h2><p><a href="https://www.edsurge.com/news/2026-05-28-why-college-degrees-matter-in-the-age-of-ai"><u>Why College Degrees Matter in the Age of AI</u></a></p><p>by Rita Finkel</p><p><a href="https://www.edsurge.com/collections/edsurge-voices-of-change-writing-fellowship"><u>EdSurge Voices of Change Writing Fellowship</u></a></p><p>by EdSurge</p><p><strong>This Week with EdSurge</strong> is a weekly podcast from <strong>EdSurge</strong>. Subscribe to the <a href="https://www.edsurge.com/newsletters"><u>EdSurge newsletters</u></a> for more news and analysis on education and technology.</p><p> </p>
- NewsEdSurge21 Jul 2026
The Language Barrier Is the Real Barrier in Edtech
This article argues that most educational technology platforms are built in English first, creating an invisible barrier for non-English-speaking families who cannot help their children with schoolwork. It highlights how this language gap widens opportunity disparities, particularly as states like California mandate personal finance courses, and calls for bilingual solutions to ensure equitable access.
Original abstract
<p>When I started looking closely at the learning platforms schools ask families to use, I noticed something easy to miss if it doesn’t affect you: almost all of them are built in English first.</p><p>For families who speak Spanish at home, that one fact quietly changes everything. A child might be able to follow along in class, but the parent often can’t — and a parent who can’t understand the material can’t sit beside their kid and help them with it. The language barrier becomes an opportunity barrier. And it’s invisible to the people who never have to think about it.</p><p>For me, the English-first technology trend was never abstract. My own children use the technology I’ve built, and I built it for families like the ones all around me — so that the opportunity to understand money, technology, and how to build something of your own doesn’t depend on which language gets spoken at the dinner table. I’m tired of watching the same families get left a step behind — not because their kids are any less capable but because no one built the on-ramp in a language they could use.</p><p>That language gap is what I set out to close.</p><p>It matters now more than ever because a growing number of states are starting to require students to take a personal finance course to graduate. For example,<a href="https://www.cde.ca.gov/ci/cr/cf/personalfinance.asp"> <u>California’s Assembly Bill 2927</u></a> requires students to complete a stand-alone personal finance course to graduate high school starting with the class of 2030-31, with schools required to offer it by 2027-28. But if the lessons exist only in English, many households that need that knowledge are also the ones least able to access and reinforce it at home. A mandate built that way doesn’t close the gap. It can widen it.</p><p>I’ve spent the past three years building a bilingual K-12 learning platform, and the single most important thing I’ve learned is this: there is a world of difference between a product that has been
- NewsEdSurge19 Jul 2026
These Hip-Hop Artists Were Already Teaching
A new partnership between College Unbound and the Hip-Hop Education Center offers a BA in organizational leadership and change for hip-hop educators, recognizing their community-based teaching expertise rather than requiring traditional credentials. The program asks who gets to define expertise in education, aiming to validate alternative pathways into teaching.
Original abstract
<p>For decades, hip-hop artists have been invited into schools as guest speakers, workshop leaders and visiting performers. They’ve mentored young people after school; started nonprofits; taught music production, poetry, history and entrepreneurship; and helped generations of students find their voices.</p><p>Yet many of these artists lack the one credential schools still value most: a bachelor’s degree.</p><p>But what if these artists have been teaching all along?</p><p>A new partnership between <a href="https://collegeunbound.edu/">College Unbound</a> and the <a href="https://www.hiphopeducation.org/">Hip-Hop Education Center</a> aims to answer that question, not by teaching artists how to become educators but by recognizing the expertise they’ve developed through decades of community leadership, cultural work and mentorship.</p><p>The program — a Bachelor of Arts in organizational leadership and change designed specifically for hip-hop educators and cultural leaders — isn’t a separate degree or a simplified version of one. Students complete the same degree requirements as every other College Unbound student. “It’s the same degree,” says College Unbound President Adam Bush. “It’s simply lived differently.”</p><p>The program is about more than hip-hop. It asks a question that reaches far beyond music: Who gets to decide what expertise looks like?</p><h2>A Degree Years in the Making</h2><p>Although the bachelor’s degree officially launched this year, its roots stretch back decades.</p><p>Hip-hop emerged outside traditional institutions, often in response to systems that excluded Black and Brown communities. As hip-hop education gained legitimacy, educators wrestled with a difficult question: How can we preserve the authenticity of the hip-hop culture while creating pathways that allow practitioners to teach at schools and colleges?</p><p>Long before there was a curriculum at College Unbound, there were conversations between Bush, educator and author Sam Seidel, and
- NewsLanguage Magazine17 Jul 2026
Bilingualism Delays Brain Aging By 6 Years
New research presented at the FENS Forum 2026 shows that speaking multiple languages is linked to younger brain age, with bilingualism delaying brain aging by up to six years. Learning languages at a younger age and achieving fluency are particularly beneficial for slowing cognitive decline.
Original abstract
New research suggests that the more languages people speak, the younger their brains appear. Learning more languages, especially when younger, and achieving fluency in a second language also seem to slow brain aging. The research was presented at the recent Federation of European Neuroscience Societies (FENS) Forum 2026 by Dr Lucia Amoruso from the Basque […] The post Bilingualism Delays Brain Aging By 6 Years appeared first on Language Magazine .