Education
AI Revolutionizes Computer Science Education: What You Need to Know!
AI’s Impact on Coding Curricula
Last updated:
Edited By
Mackenzie Ferguson
AI Tools Researcher & Implementation Consultant
As AI technology advances, universities like Carnegie Mellon are rethinking their computer science programs. With tools like ChatGPT on the rise, there’s a shift from traditional coding to computational thinking and AI literacy, reshaping software development for an AI-driven economy.
Introduction: The AI Revolution in Computer Science Education
The AI revolution is significantly altering the landscape of computer science education, necessitating an immediate re-evaluation of educational frameworks to stay relevant in an AI-driven world. As noted by The New York Times, universities such as Carnegie Mellon are at the forefront of this transformation, revamping their curricula to emphasize not only AI literacy but also computational thinking. This shift is crucial as it prepares students to navigate and excel in an environment heavily influenced by generative AI technologies like ChatGPT, which are automating traditional coding tasks and reshaping the roles within software development [1](https://www.nytimes.com/2025/06/30/business/computer-science-education-ai.html).
While some may view AI’s encroachment into traditional coding as a threat, it also presents an opportunity to redefine educational priorities. The focus is now moving towards teaching higher-order skills such as algorithm design, critical thinking, and the ethical implications of AI. This new educational paradigm equips students with the ability to critically assess AI outputs and understand the underlying mechanisms of these technologies, an essential skill in the AI-centric job market [1](https://www.nytimes.com/2025/06/30/business/computer-science-education-ai.html).
The integration of AI in the educational sector also means a significant shift in job market dynamics, particularly affecting mid-level software engineering roles. While AI tools can take over routine tasks, the expertise of seasoned professionals will remain crucial. These professionals will be essential in overseeing, validating, and debugging AI applications and outputs, roles that cannot be entirely automated. This shift suggests a transformation rather than elimination of mid-level roles, emphasizing the importance of incorporating AI literacy into computer science education [1](https://www.nytimes.com/2025/06/30/business/computer-science-education-ai.html).
Moreover, the AI revolution in education has broader implications that span economic, social, and political spheres. Economically, it could result in changes in the job market, emphasizing the importance of retraining and upskilling for current and future employees. Socially, the divide in access to quality computer science education could widen if measures are not taken to make AI education inclusive and accessible. Politically, these changes will likely necessitate new educational policies and funding strategies to support AI-focused learning environments, ensuring that education systems worldwide can adapt and thrive in this new era [1](https://www.nytimes.com/2025/06/30/business/computer-science-education-ai.html).
Curriculum Reforms: Adapting to AI
The landscape of computer science education is undergoing significant transformation due to the pervasive influence of artificial intelligence. At the core of this shift is the urgent need for curriculum reforms that emphasize computational thinking and AI literacy. Universities such as Carnegie Mellon are leading the charge, revising traditional computer science curricula to better reflect the skills required in an AI-driven economy. As indicated in a recent New York Times article, this includes integrating AI-specific courses and training students to strategically employ AI tools in various technical and interdisciplinary contexts.
The Evolution of Coding and Software Development
The evolution of coding and software development is intricately linked to technological advancements and changing industry needs. Over the years, the focus has shifted from simple programming skills to embracing more comprehensive understandings of computer systems, design thinking, and now, artificial intelligence. The advent of AI tools, such as ChatGPT and others, has recalibrated the landscape, suggesting a future where coding is less about writing syntax and more about understanding, integrating, and innovating within automated environments. According to a New York Times article, these tools are beginning to match the capabilities of a mid-level software engineer, which may have profound implications for educators and professionals alike ().
The increasing sophistication of AI has triggered a reevaluation of curricula within leading universities, such as Carnegie Mellon. These institutions are recognizing the need to pivot from traditional programming instruction to courses that emphasize computational thinking and AI literacy (). This shift aims to equip students with the necessary skills to thrive in an AI-driven economy. By focusing on higher-order thinking skills like problem-solving, algorithm design, and ethical implications of AI, universities are preparing students to meet the demands of a rapidly evolving job market. This essential transformation means that students will not only learn how to write code but also understand the larger context of its application and impact.
Embracing Computational Thinking and AI Literacy
In today’s rapidly evolving technological landscape, the need to embrace computational thinking and AI literacy has never been more critical. The infusion of artificial intelligence into various facets of life calls for an educational shift towards equipping students with the thinking prowess required to navigate complex problem-solving scenarios. Computational thinking, characterized by its focus on breaking down intricate problems into manageable parts, offers students a versatile toolkit that extends beyond the computer science realm. By fostering skills such as pattern recognition, algorithmic design, and logical reasoning, educational institutions can prepare students to harness AI tools effectively for innovation and problem-solving.
As highlighted by recent discussions in the field of computer science education, the prolific rise of generative AI is reshaping the skillsets demanded by the digital economy. Universities, including esteemed institutions like Carnegie Mellon, are spearheading efforts to revise their curricula to cater to this new era of AI-driven advancement. Courses now intertwine computational thinking with practical AI literacy, empowering students to critically interact with AI systems. By doing so, they gain the ability to innovate within any industry, whether it involves designing AI algorithms or ethically applying AI solutions. This approach aligns with the evolving job market that seeks individuals adept at both computing foundations and the ethical considerations surrounding AI technologies.
The impact of embracing AI literacy along with computational thinking is profound, particularly as AI tools become increasingly sophisticated. Instead of diminishing the value of foundational software engineering competencies, this approach enriches them by adding a layer of critical oversight and innovation. While traditional coding roles may morph due to automation, the ability to oversee, debug, and enhance AI applications persists as a crucial career skill. This broader educational pivot not only safeguards future professionals against job displacement but also positions them as pivotal actors in the seamless integration and management of AI technologies across diverse sectors.
Incorporating AI into education does more than just prepare students for technical roles; it enriches their understanding of the ethical, economic, and social dimensions of technology. By enhancing AI literacy, educators empower students to critically assess AI’s societal impact and address issues such as bias, transparency, and accountability. This holistic educational strategy ensures that graduates are well-versed in both technical and ethical arenas, making them invaluable contributors to a balanced and conscious use of AI technologies. Engaging with these topics encourages a mindset dedicated to responsible technology use and innovation, setting the stage for a future where AI enhances rather than compromises the human experience.
Ultimately, fostering computational thinking alongside AI literacy presents an opportunity to bridge the gap between theoretical computer science knowledge and practical, real-world applications. It ensures that students are not just passive consumers of technology but active participants in its evolution. As the demand for AI capabilities proliferates, the educational emphasis on these disciplines supports a diverse range of career paths, from AI specialists to interdisciplinary roles that merge technology with other fields. In this AI-driven world, literacy in computing and AI is no longer optional but essential for adapting and thriving amid technological progress.
Redefining Mid-Level Software Engineering Roles
The evolution of mid-level software engineering roles is directly tied to the rapid advancements in generative AI, revealing an emerging landscape that requires engineers to recalibrate their skillsets. In this AI-driven age, the traditional coding skills are being supplemented, if not superseded, by AI integration and management capabilities. AI tools like ChatGPT are no longer just augmenting tasks but are powerful enough to undertake complete lines of coding, posing questions about the relevance and demand for human oversight in mid-level engineering roles. However, the fear that AI might fully replace these roles seems to be premature as the industry still greatly values the human faculties of problem solving and critical thinking in overseeing AI-generated outputs.
Future Economic, Social, and Political Implications of AI Integration
The integration of AI into various facets of society is ushering in transformative changes with wide-reaching implications. Economically, AI’s ability to automate tasks is reshaping job markets. By taking over mundane, repetitive tasks, AI is freeing up human resources for more complex problem-solving and innovation-focused roles (source). However, this shift also poses the risk of job displacement, especially for roles that primarily involve routine tasks. The evolving landscape necessitates a commitment to re-skilling and up-skilling the workforce to accommodate AI-driven job functions.
Socially, AI integration could significantly alter societal dynamics and human interactions. AI’s capability to provide personalized solutions is transforming the consumer experience but might also lead to increased digital isolation if not managed responsibly. Additionally, the potential for AI to influence decision-making processes raises ethical considerations about autonomy and accountability (source). These changes demand a societal re-evaluation of values and the creation of frameworks to guide the ethical use of AI technologies.
Politically, the rising influence of AI is likely to redefine policy landscapes globally. The need for new regulatory frameworks that address AI ethics, data privacy, and equitable access to technology is imperative. Governments must balance fostering technological advancement with protecting individual rights and societal welfare. The global race for AI dominance could exacerbate geopolitical tensions, necessitating international cooperation and dialogue to ensure AI contributes positively to global development.
Education systems worldwide are at the forefront of AI integration, spearheading the shift towards AI literacy. With AI becoming more prominent in daily life, educational institutions are pivoting to emphasize computational thinking and AI ethics in their curricula. This not only prepares students for future job markets but also instills a critical understanding of AI’s role in society. As noted by universities like Carnegie Mellon, this shift underscores the importance of equipping future generations with the tools to both harness and critically evaluate AI (source).
Overall, the future implications of AI integration are complex and multifaceted. While AI promises unprecedented efficiency and innovation, it also presents challenges that society must navigate with caution. Ensuring equitable access to AI education and addressing disparities in technical education are critical to mitigate the risk of exacerbating existing inequalities. As AI continues to evolve, proactive engagement and adaptation across economic, social, and political domains will be crucial to harnessing its potential benefits while minimizing adverse impacts.
Education
Labour must keep EHCPs in Send system, says education committee chair | Special educational needs
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.”
Education
The Trump administration pushed out a university president – its latest bid to close the American mind | Robert Reich
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.
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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
Education
Minister won’t rule out support cuts for children with EHCPs amid Send overhaul – UK politics live – UK politics live | Politics
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.
The Times has splashed on the same issue.
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.
Key events
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.
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.”
Government plans to overhaul Send provision will be about ‘strengthening’ the system, minister says
Stephen Morgan, the early education minister, told LBC that the government proposals to overhaul special educational needs and disabilities (Send) provision would be about “strengthening” the system.
Asked if he could say parents of children with Send had nothing to fear from the plans, which are due to be announced in the autumn, Morgan replied:
Absolutely. What we want to do is make sure we’ve got a better system in place as a result of the reform that we’re doing that improves outcomes for children with additional needs.
But, asked if the plans would involve scrapping ECHPs, Morgan replied:
We’re looking at all things in the round. I’m not going to get into the mechanics today, but this is about strengthening support for the system.
Here is the letter to the Guardian, signed by dozens of special needs and disability charities and campaigners, that is covered in our splash story about opposition to proposals to restrict access to education, health and care plans (EHCPs). (See 9.34am.)
Here is John Harris’s column on the topic.
And here is an extract.
Since Labour won the election, rising noise has been coming from Whitehall and beyond about drastically restricting the legal rights to dedicated provision that underpin the education of hundreds of thousands of children and young people. Those rights are enforced by the official Send tribunal, and embodied in education, health and care plans (EHCPs), which set out children’s needs and the provision they entail in a legally binding document. Contrary to what you read in certain news outlets, they are not any kind of “golden ticket”: parents and carers used to unreturned phone calls and long waits still frequently have to fight their local councils for the help their plans set out. But – and as a special needs parent, I speak from experience – they usually allow stressed-out families to just about sleep at night.
For about 40 years, such rights have been a cornerstone of the Send system. But their future is now uncertain: councils, in particular, are frantically lobbying ministers to get parents and their pesky rights out of the way. Late last year, a government source quoted in the Financial Times held out the prospect of “thousands fewer pupils” having access to rights-based provision. Despite the fact that EHCPs are most sorely needed in mainstream schools, a senior adviser to the Department for Education recently said that a consideration of whether EHCPs should no longer apply to children in exactly those settings is “the conversation we’re in the middle of”. There are whispers about families who currently have EHCPs being allowed to keep them, while in the future, kids with similar needs would be waved away, something that threatens a stereotypical two-tier model, another element with worrying echoes of the benefits disaster.
Consumer confidence rising, survey suggests
The majority of UK households are feeling financially secure, with 70% of people confident enough to plan a summer holiday, according to a survey. PA Media reports:
The number of people feeling financially secure has risen this quarter by three percentage points to 58%, while confidence that the UK economy is improving has risen to 17% from one in 10 three months ago, the KPMG Consumer Pulse poll found.
The survey of 3,000 UK adults, taken in early June, found 50% feel able to spend freely, although 14% say they are still having to actively cut their discretionary spending to pay for essentials, and 3% of are incurring debt to do so …
Despite the quarterly improvement in economic confidence, half of people (51%) feel that the economy is still worsening – although this is down from 58% in the previous quarter.
Those saying that the economy is getting worse cite the cost of their groceries (79%), utilities (74%), and the general state of public services where they live (42%).
Linda Ellett, head of consumer, retail and leisure at KPMG UK, said: “Consumer confidence has rallied over the last quarter and only a fifth of consumers now feel insecure about their financial circumstance. Businesses will be hoping that this improvement brings about increased spending confidence during the summer months.
“But macroeconomic confidence still looms large, with half of consumers still to be convinced that the economy isn’t worsening.”
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.
The Times has splashed on the same issue.
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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