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Artificial Intelligence in Education: Transforming Learning for the Next Generation

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In 2025, education is undergoing its most profound transformation in decades, driven by rapid advances in artificial intelligence (AI). Once confined to science fiction, AI is now reshaping how students learn, how teachers teach, and how educational institutions operate. This isn’t just about robots in classrooms—it’s about a smarter, more personalized, and more accessible approach to lifelong learning.

But what does this AI-driven future really look like? And what challenges and opportunities does it bring for students, teachers, and society as a whole? Let’s dive into the world of AI in education.

The AI Revolution: What’s Different Now?

Artificial intelligence, in simple terms, refers to machines and software that can “think,” learn, and make decisions much like humans. In the past, educational technology was limited to online videos, quizzes, and digital textbooks. Today, AI goes several steps further, enabling truly adaptive, interactive, and data-driven learning experiences.

Key advances fueling this shift include:

Natural Language Processing (NLP): AI systems can understand and respond to spoken or written language, making tutoring and feedback much more accessible.

Machine Learning: Algorithms analyze student performance and adapt content in real time.

Automation: Tasks like grading, scheduling, and even basic counseling are being streamlined, giving educators more time to focus on human interaction.

Personalization: Every learner receives a path tailored to their strengths, weaknesses, pace, and interests.

Personalized Learning: No More One-Size-Fits-All

Traditional education systems often struggle to accommodate different learning styles and paces. In a class of 30, some students feel lost while others are bored. AI changes this by providing real-time, personalized feedback and resources.

How it works:

Adaptive learning platforms (like Khan Academy, Squirrel AI, or DreamBox) adjust difficulty, offer targeted exercises, and recommend supplementary materials based on each learner’s progress.

AI-powered tutors identify areas where a student is struggling and offer step-by-step guidance, hints, or alternative explanations.

Voice assistants (such as AI tutors on tablets or smart speakers) answer questions, quiz students, and reinforce learning—any time, anywhere.

The result? Students progress at their own pace, build confidence, and develop a stronger grasp of material.

Smart Classrooms: Where Technology Meets Teaching

In 2025, the classroom itself is evolving. Interactive whiteboards, real-time translation, and augmented reality (AR) overlays are already common in many schools.

AI-powered tools in the classroom include:

Attendance and Participation Monitoring: Cameras and sensors (with appropriate privacy safeguards) track participation and flag students who may need extra help.

Automated Assessment: Instant grading for quizzes, essays, and even spoken presentations frees teachers to focus on higher-level feedback and mentoring.

Behavior and Engagement Analytics: AI analyzes patterns (such as distraction or confusion) and prompts teachers with strategies to re-engage learners.

Supporting Teachers, Not Replacing Them

A common fear is that AI might replace teachers. In reality, the opposite is true—AI augments what teachers do best: inspiring, mentoring, and connecting with students.

Key benefits for educators:

Administrative Relief: Automated grading, scheduling, and reporting reduce paperwork and burnout.

Professional Development: AI recommends tailored training and resources to help teachers continually grow.

Classroom Insights: Real-time data on student engagement and performance allow teachers to target support where it’s needed most.

By taking over repetitive tasks, AI gives teachers more time to create meaningful relationships with students.

Making Learning Accessible for All

One of the most exciting promises of AI is making education more inclusive and accessible.

Examples:

Real-Time Translation: Language barriers are broken down with instant translation of instructions, lessons, and conversations.

Assistive Technology: AI-driven tools convert speech to text (and vice versa), describe images for visually impaired students, or provide sign language interpretation.

Personalized Pacing: Students with learning differences (like dyslexia or ADHD) receive resources tailored to their needs—improving outcomes for all.

In remote or underserved communities, AI-powered apps and virtual tutors provide high-quality instruction even when teachers are scarce.

AI and Lifelong Learning

In a rapidly changing job market, learning doesn’t stop after graduation. AI is powering new models of lifelong education.

Skill Platforms: Coursera, Udemy, and LinkedIn Learning use AI to recommend courses and build adaptive career pathways.

Corporate Training: Companies deploy AI to upskill workers on the fly, identifying knowledge gaps and delivering targeted micro-lessons.

Credentialing and Portfolios: AI helps track and verify skills, creating digital “learning passports” for individuals.

Challenges and Ethical Considerations

The AI education revolution isn’t without challenges.

1. Data Privacy and Security

AI systems require huge amounts of data to function. Protecting student privacy, securing sensitive information, and ensuring ethical use of data is paramount.

2. Bias and Fairness

AI models can unintentionally reflect or amplify existing biases if not carefully designed and monitored. Continuous auditing and diverse data sets are essential to avoid unequal treatment or opportunity.

3. The Digital Divide

Not every student has equal access to devices or high-speed internet. Bridging the gap is a major priority, with governments, nonprofits, and companies working to provide devices and affordable connectivity.

4. Over-Reliance on Technology

AI is a powerful tool, but not a panacea. Human relationships, critical thinking, and creativity cannot be fully automated. Blending AI with traditional, face-to-face education is crucial for balance.

The Human Side: Social and Emotional Learning

While AI can teach math or science, human teachers excel at nurturing empathy, teamwork, and resilience. In 2025, the best classrooms blend the efficiency and personalization of AI with programs focused on social and emotional skills, ethics, and creativity.

Looking Forward: The Future of AI in Education

The journey is just beginning. Over the next decade, expect:

More immersive experiences with AR/VR and AI-powered simulations (e.g., exploring ancient Rome or conducting virtual science experiments).

AI-driven mentorship—matching students with real-world experts for guidance and networking.

Global classrooms—students from around the world collaborating and learning together, with AI bridging languages and time zones.

The ultimate goal: an education system that’s more flexible, inclusive, and effective for every learner.

Conclusion: Learning, Transformed

AI is not here to replace teachers or make learning soulless. It’s here to empower students, free up educators, and open doors for millions. As AI continues to evolve, the promise is clear: smarter, more personalized, and more accessible education for everyone—no matter where they live or how they learn.

The challenge is to use this technology wisely, ethically, and with a focus on what really matters: preparing the next generation not just for exams, but for life.



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Labour must keep EHCPs in Send system, says education committee chair | Special educational needs

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Downing Street should commit to education, health and care plans (EHCPs) to keep the trust of families who have children with special educational needs, the Labour MP who chairs the education select committee has said.

A letter to the Guardian on Monday, signed by dozens of special needs and disability charities and campaigners, warned against government changes to the Send system that would restrict or abolish EHCPs. More than 600,000 children and young people rely on EHCPs for individual support in England.

Helen Hayes, who chairs the cross-party Commons education select committee, said mistrust among many families with Send children was so apparent that ministers should commit to keeping EHCPs.

“I think at this stage that would be the right thing to do,” she told BBC Radio 4’s Today programme. “We have been looking, as the education select committee, at the Send system for the last several months. We have heard extensive evidence from parents, from organisations that represent parents, from professionals and from others who are deeply involved in the system, which is failing so many children and families at the moment.

“One of the consequences of that failure is that parents really have so little trust and confidence in the Send system at the moment. And the government should take that very seriously as it charts a way forward for reform.

“It must be undertaking reform and setting out new proposals in a way that helps to build the trust and confidence of parents and which doesn’t make parents feel even more fearful than they do already about their children’s future.”

She added: “At the moment, we have a system where all of the accountability is loaded on to the statutory part of the process, the EHCP system, and I think it is understandable that many parents would feel very, very fearful when the government won’t confirm absolutely that EHCPs and all of the accountabilities that surround them will remain in place.”

The letter published in the Guardian is evidence of growing public concern, despite reassurances from the education secretary, Bridget Phillipson, that no decisions have yet been taken about the fate of EHCPs.

Labour MPs who spoke to the Guardian are worried ministers are unable to explain key details of the special educational needs shake-up being considered in the schools white paper to be published in October.

Stephen Morgan, a junior education minister, reiterated Phillipson’s refusal to say whether the white paper would include plans to change or abolish EHCPs, telling Sky News he could not “get into the mechanics” of the changes for now.

However, he said change was needed: “We inherited a Send system which was broken. The previous government described it as lose, lose, lose, and I want to make sure that children get the right support where they need it, across the country.”

Hayes reiterated this wider point, saying: “It is absolutely clear to us on the select committee that we have a system which is broken. It is failing families, and the government will be wanting to look at how that system can be made to work better.

“But I think they have to take this issue of the lack of trust and confidence, the fear that parents have, and the impact that it has on the daily lives of families. This is an everyday lived reality if you are battling a system that is failing your child, and the EHCPs provide statutory certainty for some parents. It isn’t a perfect system … but it does provide important statutory protection and accountability.”



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The Trump administration pushed out a university president – its latest bid to close the American mind | Robert Reich

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Under pressure from the Trump administration, the University of Virginia’s president of nearly seven years, James Ryan, stepped down on Friday, declaring that while he was committed to the university and inclined to fight, he could not in good conscience push back just to save his job.

The Department of Justice demanded that Ryan resign in order to resolve an investigation into whether UVA had sufficiently complied with Donald Trump’s orders banning diversity, equity and inclusion.

UVA dissolved its DEI office in March, though Trump’s lackeys claim the university didn’t go far enough in rooting out DEI.

This is the first time the Trump regime has pushed for the resignation of a university official. It’s unlikely to be the last.

On Monday, the Trump regime said Harvard University had violated federal civil rights law over the treatment of Jewish students on campus.

On Tuesday, the regime released $175m in previously frozen federal funding to the University of Pennsylvania, after the school agreed to bar transgender athletes from women’s teams and delete the swimmer Lia Thomas’s records.

Let’s be clear: DEI, antisemitism, and transgender athletes are not the real reasons for these attacks on higher education. They’re excuses to give the Trump regime power over America’s colleges and universities.

Why do Trump and his lackeys want this power?

They’re following Hungarian president Viktor Orbán’s playbook for creating an “illiberal democracy” – an authoritarian state masquerading as a democracy. The playbook goes like this:

First, take over military and intelligence operations by purging career officers and substituting ones personally loyal to you. Check.

Next, intimidate legislators by warning that if they don’t bend to your wishes, you’ll run loyalists against them. (Make sure they also worry about what your violent supporters could do to them and their families.) Check.

Next, subdue the courts by ignoring or threatening to ignore court rulings you disagree with. Check in process.

Then focus on independent sources of information. Sue media that publish critical stories and block their access to news conferences and interviews. Check.

Then go after the universities.

Crapping on higher education is also good politics, as demonstrated by the congresswoman Elise Stefanik (Harvard 2006) who browbeat the presidents of Harvard, University of Pennsylvania and MIT over their responses to student protests against Israel’s bombardment of Gaza, leading to several of them being fired.

It’s good politics, because many of the 60% of adult Americans who lack college degrees are stuck in lousy jobs. Many resent the college-educated, who lord it over them economically and culturally.

But behind this cultural populism lies a deeper anti-intellectual, anti-Enlightenment ideology closer to fascism than authoritarianism.

JD Vance (Yale Law 2013) has called university professors “the enemy” and suggested using Orbán’s method for ending “leftwing domination” of universities. Vance laid it all out on CBS’s Face the Nation on 19 May 2024:

Universities are controlled by leftwing foundations. They’re not controlled by the American taxpayer and yet the American taxpayer is sending hundreds of billions of dollars to these universities every single year.

I’m not endorsing every single thing that Viktor Orbán has ever done [but] I do think that he’s made some smart decisions there that we could learn from.

His way has to be the model for us: not to eliminate universities, but to give them a choice between survival or taking a much less biased approach to teaching. [The government should be] aggressively reforming institutions … in a way to where they’re much more open to conservative ideas.”

Yet what, exactly, constitutes a “conservative idea?” That dictatorship is preferable to democracy? That white Christian nationalism is better than tolerance and openness? That social Darwinism is superior to human decency?

The claim that higher education must be more open to such “conservative ideas” is dangerous drivel.

So what’s the real, underlying reason for the Trump regime’s attack on education?

Not incidentally, that attack extends to grade school. Trump’s education department announced on Tuesday it’s withholding $6.8bn in funding for schools, and Trump has promised to dismantle the department.

Why? Because the greatest obstacle to dictatorship is an educated populace. Ignorance is the handmaiden of tyranny.

That’s why enslavers prohibited enslaved people from learning to read. Fascists burn books. Tyrants close universities.

In their quest to destroy democracy, Trump, Vance and their cronies are intent on shutting the American mind.

  • Robert Reich, a former US secretary of labor, is a professor of public policy emeritus at the University of California, Berkeley. He is a Guardian US columnist. His newsletter is at robertreich.substack.com



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Minister won’t rule out support cuts for children with EHCPs amid Send overhaul – UK politics live – UK politics live | Politics

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Minister won’t rule out support cuts for children with EHCPs amid Send overhaul

Good morning. Less than a week after the government had to abandon the main pillar of its welfare reform plans 90 minutes before a vote it was otherwise likely to lose, the government is now facing another revolt over plans to scale back support available to disabled people. But this row affects children, not adults – specifically pupils with special educational needs who have education, health and care plans (EHCPs) that guarantee them extra help in schools.

As Richard Adams and Kiran Stacey report, although the plans have not been announced yet, campaigners are alarmed by reports that access to EHCPs is set to be restricted.

Guardian splash Photograph: Guardian

The Times has splashed on the same issue.

Times splash
Times splash Photograph: The Times

The Times quotes an unnamed senior Labour MP saying: “If they thought taking money away from disabled adults was bad, watch what happens when they try the same with disabled kids.”

Stephen Morgan, the early education minister, was giving interviews this morning. He was supposed to be talking about the government’s Giving Every Child the Best Start in Life strategy being announced today, but instead he mostly took questions on EHCPs.

On Times Radio, asked if he could guarantee that every child who currently has an EHCP would continue to keep the same provisions, Morgan would not confirm that. Instead he replied:

We absolutely want to make sure that we deliver better support for vulnerable children and their parents and we’re committed to absolutely getting that right. So it’s a real priority for us.

When it was put to him that he was not saying yes, he replied:

Well of course we want to make sure that every child gets the support that they need. That’s why we’re doing the wider reform and we’re publishing the white paper later this year.

Here is the agenda for the day.

Morning: Nigel Farage attends a meeting of Kent county council where his party, Reform UK, is in power.

11.30am: Downing Street holds a lobby briefing.

11.30am: Keir Starmer and other leaders attend a memorial service at St Paul’s Cathedral in London to commemorate the 20th anniversary of the 7/7 attacks.

2.30pm: Yvette Cooper, the home secretary, takes questions in the Commons.

If you want to contact me, please post a message below the line when comments are open (normally between 10am and 3pm at the moment), or message me on social media. I can’t read all the messages BTL, but if you put “Andrew” in a message aimed at me, I am more likely to see it because I search for posts containing that word.

If you want to flag something up urgently, it is best to use social media. You can reach me on Bluesky at @andrewsparrowgdn.bsky.social. The Guardian has given up posting from its official accounts on X, but individual Guardian journalists are there, I still have my account, and if you message me there at @AndrewSparrow, I will see it and respond if necessary.

I find it very helpful when readers point out mistakes, even minor typos. No error is too small to correct. And I find your questions very interesting too. I can’t promise to reply to them all, but I will try to reply to as many as I can, either BTL or sometimes in the blog.

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Unison and Usdaw join other unions in urging Labour to consider introducing wealth tax

As Peter Walker reports, Neil Kinnock, the former Labour leader, said the government should consider a wealth tax, in an interview with Sky News.

Today the Daily Telegraph has splashed on the proposal.

Telegraph splash Photograph: Telegraph/Daily Telegraph

In their story, Ben Riley-Smith, Dominic Penna and Hannah Boland quote five trade unions also supporting a wealth tax.

Some of them them are leftwing unions long associated with calls for wealth taxes. Unite told the paper it had “led the campaign for a wealth tax inside and outside the Labour party”. Steve Wright, general secretary of the FBU, told the paper that “introducing a wealth tax to fund public services, a generous welfare state, and workers’ pay must be a priority in the second year of a Labour government. And Matt Wrack, the former FBU general secretary who is now acting general secretary of Nasuwt, called for an “immediate introduction of a wealth tax”, which he said had “very significant public support”.

But two unions seen as less militant and more aligned with the Labour leadership (which is wary of ‘tax the rich’ rhetoric) have backed the idea. Christina McAnea, general secretary of Unison, told the Telegraph: “A wealth tax would be a much fairer way of raising revenue to invest in public services and grow the economy.”

And Paddy Lillis, the general secretary of Usdaw, said: “We know wealth in this country is with a small number of people. [A wealth tax] is one way of raising money quickly.”



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