The growing trend of encouraging educators to learn about how children’s brains work can offer reassurance, but it risks teachers’ autonomy and critical thinking, a new study warns.

The Minister for AI and Digital Government launched the UK’s first of its kind AI for Science Master’s programme at King’s College London.

A new ECNU Review of Education essay by Suhao Peng urges a shift from focusing on differences between Finnish and Chinese teacher education to their underlying similarities and commonalities. This discussion essay highlights similarities and commonalities such as teacher qualification standards, high societal value placed on educators, and shared contemporary challenges. Moving beyond differentialism, the author advocates recognizing these similarities to foster mutual learning and joint solutions to global educational issues.

Despite decades of global commitments to end poverty, a large share of the world’s population continues to live without reliable access to the services and infrastructure that support basic wellbeing. A new IIASA study presents a detailed picture of poverty that goes beyond traditional income-based measures.

Researchers, led by UC San Francisco, tested the effectiveness of a weeklong, web-based wellbeing intervention, known as the Big Joy Project. This consisted of daily micro-acts, which included asking someone to share a fun, inspiring, or proud moment, making a gratitude list, and performing a kind act to brighten someone’s day. Approximately 17,600 people from around the world participated: most were from the United States, Canada and Great Britain (71%), female (84%), white (74%), with at least some college education (94%).

Environmental educators can improve teaching and leadership skills by acquiring knowledge from their students through youth-to-adult intergenerational learning, according to a new study from researchers in the Penn State Department of Recreation, Park, and Tourism Management.