arXiv:2608. 03584v1 Announce Type: new Abstract: Artificial intelligence (AI) is rapidly transforming high-skilled domains, requiring higher education institutions (HEI) to balance the teaching of foundational principles with the integration of emerging tools to ensure workforce readiness.
arXiv:2607. 12296v1 Announce Type: cross Abstract: With the increased use of generative AI (GenAI) applications such as ChatGPT, higher education institutions (HEIs) have released a range of guidelines and policies to direct adoption within their institutions.
The article applies an Education-Centered AI Policy Framework to Ghana’s National Artificial Intelligence Strategy 2025‑2035, examining six key components such as teacher agency, curriculum, and responsible AI. It finds the strategy ambitious in promoting AI literacy, youth skills, and rural outreach, yet it falls short on school‑level implementation, teacher preparation, and culturally responsive pedagogy. The authors highlight concerns about transparency, coherence, and the need for a sector‑specific policy that links workforce readiness with classroom practice and learner protection.
arXiv:2608.29950v1 Announce Type: cross Abstract: As artificial intelligence (AI) is increasingly integrated into social-emotional learning (SEL) initiatives, the need for evidence-based policy has b...
arXiv:2607. 01255v1 Announce Type: cross Abstract: Universities have responded to generative artificial intelligence (GenAI) in noticeably different ways, both internationally and within Spain.
arXiv:2606. 12428v2 Announce Type: replace-cross Abstract: In this work, we locate and analyze existing undergraduate Artificial Intelligence (AI) programs in the United States in Spring 2026, creating a historic record at a time of great change in this area.
arXiv:2606. 12428v1 Announce Type: cross Abstract: We present a report on the status of undergraduate Artificial Intelligence (AI) programs in the United States in Spring 2026.
arXiv:2606. 28360v1 Announce Type: cross Abstract: University students often struggle to navigate complex academic policies, leading to advising bottlenecks and delayed access to critical information.
arXiv:2606. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
arXiv:2607. 16057v1 Announce Type: cross Abstract: Large language models (LLMs) are improving rapidly as reflected in benchmark scores, yet these AI benchmarks largely test capabilities such as factual recall, narrow question answering, mathematical problem-solving, and coding and agentic tool-use.
arXiv:2607. 11314v1 Announce Type: cross Abstract: The promise of AI literacy ``for all'' confronts a structural challenge embedded in how nations organise secondary computer science education.
Generative artificial intelligence (GenAI) has entered classrooms faster than teachers have been prepared to use it well, producing a GenAI literacy lag in which technological diffusion outpaces educators' conceptual, pedagogical, and ethical readiness. Established AI literacy frameworks predate the widespread adoption of large language models and, while acknowledging ethics, position it as a discrete competency rather than a constitutive commitment, with equity and agency as supplementary design principles.
arXiv:2607. 12295v1 Announce Type: cross Abstract: The rapid integration of artificial intelligence (AI) and generative AI (GenAI) into education presents significant opportunities to enhance teaching and learning, while raising ethical concerns about the responsible use of these technologies in educational settings.