ACM, the Association for Computing Machinery, today named Nicki Washington the recipient of the 2025 ACM Frances E. Allen Award for Outstanding Mentoring. Washington is recognized for exceptional commitment to diversifying the computing community at all education levels, demonstrating creativity and breadth in her approaches.

A Shanghai randomized trial shows that a collaborative, classroom-based teacher development model (KIRM-TCI) significantly improves the quality of emotional and instructional support, offering a scalable approach to enhancing early childhood teaching quality.

A qualitative study based on student interviews highlights how international service-learning programs contribute to students' interpersonal, personal, civic, and academic development. The research also identifies factors that lead to these outcomes, such as community interaction, teamwork, reflection, and meaningful service, offering practical insights for improving program design in higher education.

Artificial intelligence and digital technologies are rapidly transforming the way people learn – from schools and universities to professional training and lifelong education. They enable more personalized learning experiences, support learners and educators alike, and open up entirely new approaches to teaching and instruction. Yet their effective and responsible use requires expertise that is still rarely taught in a systematic way. This is the starting point for the new master’s program “AI and Digital Technology in Learning and Instruction” (ALI) at Goethe University Frankfurt. The interdisciplinary, research-oriented program prepares students for scientific, strategic, and applied roles at the intersection of artificial intelligence, digital technologies, and education.

Sage today announced the winners of its 2026 Critical Thinking Challenge, a global initiative recognizing innovative, practical ideas to strengthen how critical thinking is taught and applied in higher education. For the challenge, Sage invited academic librarians, faculty, and researchers to share strategies to help make critical thinking an everyday habit for learners.

Schools must do more to help girls master AI. That’s the conclusion of a new study, which found that boys, more confident at working with AI, performed better in some classes compared to their female counterparts.

University of Phoenix College of Doctoral Studies has published a new white paper, “Silent Witnesses: Trauma-Informed Bystander Intervention Practices in School-Based Settings,” authored by Jar’Mel D. Taylor, Ed.D., and released through the College’s Center for Organizational Wellness, Engagement and Belonging (CO-WEB). “Silent Witnesses” focuses on the “bystander moment” in schools — the point at which an educator witnesses distress, conflict or harm and must decide how to respond. The paper connects trauma-informed practice, educator autonomy and workforce development to propose a schoolwide approach for moving from awareness to action.