This manifesto critically examines the unfolding integration of Generative AI (GenAI), chatbots, and algorithms into higher education, using a collective and thoughtful approach to navigate the future of teaching and learning. GenAI, while celebrated for its potential to personalize learning, enhance efficiency, and expand educational accessibility, is far from a neutral tool. Algorithms now shape human interaction, communication, and content creation, raising profound questions about human agency and biases and values embedded in their designs. As GenAI continues to evolve, we face critical challenges in maintaining human oversight, safeguarding equity, and facilitating meaningful, authentic learning experiences. This manifesto emphasizes that GenAI is not ideologically and culturally neutral. Instead, it reflects worldviews that can reinforce existing biases and marginalize diverse voices. Furthermore, as the use of GenAI reshapes education, it risks eroding essential human elements—creativity, critical thinking, and empathy—and could displace meaningful human interactions with algorithmic solutions. This manifesto calls for robust, evidence-based research and conscious decision-making to ensure that GenAI enhances, rather than diminishes, human agency and ethical responsibility in education.

Technology in today’s classrooms is advancing rapidly, reshaping the way students learn and teachers teach, especially with advancements in AI. Educators play a vital role in shaping meaningful and impactful learning opportunities for students through emerging technologies like AI. It’s more important than ever to provide teachers with tools and opportunities to explore technology to empower them as agents of change in the classroom.

One initiative aims to do just that: HP AI Spotlight Schools, a partnership between HP, Microsoft, Intel and Digital Promise. It features state-of-the-art computing devices, professional learning experiences and community resources. These schools are working to equip educators and students with essential skills to harness the power of AI in an increasingly modern technological world.

A college degree was once viewed as a surefire ticket to a good job and a clear pathway for upward mobility. However, concerns about the rising cost of college and the struggles of recent college graduates to find good jobs have led many Americans to lose confidence in higher education.

As a university educator for decades, I have witnessed profound transformations in how students learn, write and interact with knowledge. But nothing prepared me for a moment that occurred last year during a seminar I was leading on global ethics.

A student raised her hand and asked a question with quiet sincerity and startling clarity: “I asked ChatGPT to help me map out my argument. Then I used an AI tool to visualise the data and Grammarly to polish the writing with my guidance. I know it’s still my work – but does that count as mine?”

Like many teachers, I sometimes notice my unease growing as I read a piece of student work. Word by word my suspicion builds, and then all at once I understand. This is an artificial intelligence (AI)–generated text and not something my student actually wrote. Now what do I do?

Artificial Intelligence is expected to pose increasing challenges to humanity, as experts and AI scholars continue to warn about its potential consequences. Known as the 'Godfather of AI', Geoffrey Hinton has hinted at the potential replacement of human tutors by AI in the field of education.

Steve Paikin at TVO today's programme the agenda against the intrusion of AI, especially in computer science education. “If a private tutor who is a person is about two times better,” Hinton stated, “these [AI tutors] will be three or four times better.”

Resulta muy tentador celebrar toda innovación como la panacea que solucionará las grandes carencias de la humanidad. Sin embargo, cada vez son más los informes sobre el tema que parecen empeñados en demostrarnos que toda esa aparente panacea se puede convertir, en un abrir y cerrar de ojos, en un multiplicador de desigualdad sin precedentes.

La presente guía sobre Inteligencia Artificial (IA) en educación está
diseñada como un acercamiento a las herramientas generativas que se han incorporado recientemente en este ámbito y en otros sectores profesionales. La IA, por sí misma, está redefiniendo y agilizando múltiples procesos vinculados al mundo digital.

A lo largo de esta guía, se describen algunas herramientas
generativas aplicadas a la educación, desde las más conocidas,
como ChatGPT, hasta otras específicas, diseñadas para la creación de contenidos en formatos de imagen, audio y realidad aumentada. Es importante destacar que la mayoría de las herramientas de IA funcionan a partir de instrucciones estructuradas semánticamente, conocidas como prompts. Estos permiten generar contenidos con las características deseadas, siempre y cuando se empleen adecuadamente.

Asimismo, es fundamental tener presente que el uso de la IA ya
está regulado por marcos normativos que abordan sus implicacioneséticas y las restricciones necesarias, especialmente en lo relativo a la autoría y los riesgos asociados a los contenidos generados. La IA en Educación es una realidad ineludible con la que debemos aprender a convivir, empleándola de manera crítica y responsable. Esto resulta esencial ante la expansión de nuevas plataformas basadas en inteligencia artificial.

Para las Instituciones de Educación Superior, el avance de la IA
ha supuesto un reto debido a la limitada comprensión inicial de sus alcances. Sin embargo, su uso se ha normalizado y se han establecido mecanismos que promueven su implementación adecuada y efectiva. Se espera que esta guía sea una herramienta útil y un punto de partida para explorar las amplias oportunidades que ofrece la tecnología del siglo XXI, de la cual la IA forma una parte integral.

This week saw the publication of a groundbreaking study, The Cybernetic Teammate: A Field Experiment on Generative AI Reshaping Teamwork and Expertise. The study explores how artificial intelligence is transforming workplace performance, expertise sharing, and social engagement.

By demonstrating that individual knowledge workers + AI can match the output of conventional teams, break down silos, boost emotional engagement, enhance wellbeing and empower non-experts to perform at the level of seasoned professionals, this and research like it signals profound implications for L&D.

Artificial Intelligence has become the new geopolitical fault line – and universities now sit squarely on it. Washington’s export-control regime blocks sales and technical support for advanced AI chips to China; Beijing, for its part, requires recommendation algorithms and generative-AI models to be filed with – and in some cases to be licensed by – state regulators; and Brussels has approved the world’s first cross-sector ‘trustworthy AI’ act.

In this paper, the authors present a complete analysis carried out for reporting the lack, needs and requested competences and skills on the Key Enabling Technologies (KETs) of the Industry 4.0 (I4.0) in both Higher Education (HE) as well as in the wood, furniture and manufacturing sector all over Europe. Moreover, this analysis evaluates the level of implementation in this specific sector considering latest technological trends. The analysis was performed within the framework of the European project MAKING 4.0, where a complete set of surveys were launched to agents who were directly involved in the wood, furniture and manufacturing sector to find out what their impressions are about the current knowledge and the one demanded by the I4.0, obtaining results where the low level of competences and qualifications in this industrial sector is demonstrated, both in education and in industry, as well as the poor training offered in I4.0 and its KETs. It is concluded that there is an evident technological skills gap between those acquired by workers and by Vocational Education Training (VET) and HE students regards the demands of the I4.0, which must be covered within the next years, through training initiatives, enabling and acquisition of needed competences such as, for example, MAKING 4.0.

Artificial Intelligence (AI) is rapidly transforming the modern world, driving innovation across industries, enhancing productivity, and reshaping the way we live and work.  To ensure the United States remains a global leader in this technological revolution, we must provide our Nation’s youth with opportunities to cultivate the skills and understanding necessary to use and create the next generation of AI technology.  By fostering AI competency, we will equip our students with the foundational knowledge and skills necessary to adapt to and thrive in an increasingly digital society.  Early learning and exposure to AI concepts not only demystifies this powerful technology but also sparks curiosity and creativity, preparing students to become active and responsible participants in the workforce of the future and nurturing the next generation of American AI innovators to propel our Nation to new heights of scientific and economic achievement.

Over the past few weeks, I've been deep in conversation with L&D leaders across multiple Fortune 500 companies about the future of our profession. At the same time, a number of important articles have been published showing what the likely future of learning and development in the workplace will look like.

Together, these developments have revealed something important: despite widespread anxiety, the instructional design role isn't dying—it's specializing.

What we're witnessing isn't the automation of instructional design and the death of the instructional designer, but rather the evolution of the ID role into multiple distinct professional pathways.

Tener docentes punteros en la investigación en su campo es uno de los objetivos fundamentales de cualquier universidad. Pero también interesa que tengan habilidades como enseñantes y sean capaces de motivar e inspirar a sus estudiantes.

Un equilibrio ideal entre ambas facetas se logra cuando los docentes universitarios, además de estar altamente cualificados en su campo de estudio, han sido formados en el análisis teórico y crítico de los procesos educativos, en el diseño de metodologías docentes y en la aplicación de estrategias de evaluación acordes con las exigencias del aprendizaje universitario.

AI has recently dominated discussions on the future of just about every sector, and its impact on education is no exception. Yet one in five teachers doesn’t think AI is appropriate for a K-12 setting.

This article examines the main ethical considerations when teaching AI to high school students (along with some suggestions for how to navigate them).

En los últimos años, el Design Thinking ha ganado popularidad en diversos contextos, desde la resolución de problemas empresariales hasta la innovación en educación. La educación superior no ha sido la excepción, adoptando esta metodología para rediseñar planes de estudio, crear experiencias de aprendizaje significativas y transformar espacios académicos. Sin embargo, aunque el Design Thinking ha demostrado ser una herramienta poderosa, su potencial puede complementarse con el Art Thinking, una metodología que introduce el arte contemporáneo como un medio para enriquecer los procesos educativos.

Hyper-real AI-generated avatars created on platforms like Synthesia are now capable of producing so-called “digital twins” of human instructors with hyper-realistic facial expressions, lip-syncing, contextual hand gestures, and even cloned voices.

These tools are already changing the face of online education, used at increasing volume to scale corporate training, MOOCs, customer onboarding and university instruction.

La tesis de este artículo es muy sencilla. La inteligencia es la responsable de lo que somos y tenemos. La inteligencia “fabrica” todo lo que nos rodea, desde la ropa que llevamos, la vivienda que habitamos, los dispositivos que utilizamos, la comida que comemos y los pensamientos o emociones que sentimos. Todo existe gracias a que la inteligencia humana en algún momento lo imaginó y después lo creó. Sin embargo, no había nada que fabricara inteligencia, excepto nuestro cerebro. Por primera vez en la historia, vamos a perder el monopolio de la producción de inteligencia para compartirlo con una creación nuestra: la Inteligencia Artificial que será mejor que nosotros en muchas cosas. Y eso significa que nuestra civilización, cambiará drásticamente.

If we were to design higher education from scratch in an AI-driven world, would it look anything like what we have now?

It’s unlikely. The industrial-era blueprint that still shapes most universities (structured degrees, rigid semesters, siloed disciplines, and assessment models built around scarcity and standardization) was not built for a world of continuous, distributed learning. Nor was it built for a world where intelligent systems can generate, translate, evaluate, and even co-create knowledge on demand.