On academic mentoring platform Nova Learning, Computer Science and AI, "once the dominant choice among students... is losing ground fast, while Engineering has nearly doubled its share." It's a small survey, but "The steepest proportional decline is in Software & Data Science, the most traditional 'learn to code' pathway, which lost 44% of its 2025 share. AI saw the largest absolute drop of any single subject in the survey, down 6.2 points. "The category did not decline uniformly. Students moved away fastest from the pathway most associated with entry-level software work, while the more applied and human-facing subfields held their ground better." Slashdot reader BrianFagioli writes: Nova Learning says the share of surveyed middle and high school students naming Computer Science and AI as their primary academic interest fell from 42.3 percent in 2025 to 27.9 percent in 2026, while Engineering rose from 11.9 percent to 23 percent. The biggest gains came from Mechanical and Aerospace Engineering... [B]roader enrollment data points in the same direction. The National Student Clearinghouse Research Center reported declines in Computer and Information Science enrollment at four year institutions, even as Engineering grew. AI coding tools are not proven to be the cause, but as software development changes and AI handles more coding tasks, students may be starting to rethink what a future in technology should look like. [Undergraduate enrollment in CS programs at four-year institutions fell 8.1%, to approximately 606,000 students.]

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"Turns out, Silicon Valley isn't especially altruistic," writes the nonprofit education news site The 74. They're reading a new book promising "the inside story of how Big Tech catalyzed, co-opted, and ultimately came to capture computer science and AI education in America". Written by New York Times business reporter Natasha Singer, Coding Kids: Big Tech's Battle to Remake Public Schools tells "the story of the nonprofit Code.org and its charismatic, Harvard-educated leader, Hadi Partovi," according to their review: Thirteen years ago, Partovi... delivered a worrying message: Kids who didn't learn to write code would be left behind. And the long-term success of the United States economy depended on training these students to fill a million open tech jobs.... Fast-forward to 2026, and now we're dealing with AI, and tech is reading from a similar playbook. Asked by The74's Greg Toppo, "Does this moment seem different to you?", Singer replies, "This moment is different, but also similar. "We are in a moment in society where a lot of people have increased distrust of these huge tech companies, and we see a wave of parents pushing back against tech in schools. But we also see waves of people pushing back against Flock cameras, against data centers, that there's this feeling that tech has taken so much, and that people feel like they have lost control — that tech is being enacted on them... And parents are worried about the effects of unfettered tech access and kids' compulsive use of social media and phones, and so there's a different climate. And yet there seems to be a disconnect in some ways with AI because you see that Microsoft and OpenAI and Anthropic and Google are all competing to get their AI tools into schools, and you see school districts across the country say "We've partnered with OpenAI." "We are a ChatGPT Pioneer School," or "We've partnered with Microsoft, and we're going to use 10,000 licenses of CoPilot." It's amazing to me. We have had these cycles of tech in schools where there are all these promises about the latest tech, laptops, learning apps, massive open online courses, virtual reality, big data's going to revolutionize schools and like democratize access to education for kids and get them these great career skills, and we keep having these cycles. My concern is that we don't learn anything. One of the reasons I wrote this book is because it feels like we have collective amnesia. Now we're in the sixth or eighth cycle of this — and shouldn't we be asking questions about the push for AI in schools, based on what we've learned about the push for all the other things that came before? Two Slashdot posts are cited in the book, both submitted by long-time Slashdot reader theodp (Slashdot UID #442,580), who even gets a shout-out in the book's "Acknowledgements" section (along with consumer advocate Ralph Nader). Ironically, one member of Amazon's "Vine" program received a free copy of the book in exchange for a review — and apparently misunderstood its topic, writing that it made coding "feel approachable and even fun... [T]his is exactly the kind of book that could help a child become interested in technology without feeling overwhelmed by it. I particularly liked the way it encourages kids to be curious, experiment, and solve problems on their own. I would definitely recommend Coding Kids to parents, grandparents, or teachers looking for a good introduction to coding..."

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A threat actor, likely Russian-speaking, used hundreds of AI agents to develop and launch a global exploitation campaign targeting vulnerable PaperCut NG/MF servers. [...]

Teen reading, math, and science scores have fallen to their lowest levels since international PISA testing began in 2000, with 15-year-olds now reading at roughly the level previously expected of students a year younger. The Organization for Economic Co-operation and Development (OECD) linked weaker results to more screen time, less reading for pleasure, and digital distraction. It also found that students who regularly used AI chatbots for tasks like drafting essays and summarizing text scored about 20 points lower in science, roughly equivalent to a year of learning. Reuters reports: A 2012 reading high of 501 on PISA's index had declined to a score of 466 last year. The test is widely regarded as the world's leading gauge of educational performance and its results are closely scrutinized by governments and educators. "In reading, more screen time and less reading for pleasure have gone hand in hand with weaker results," OECD head Mathias Cormann told a press conference. "We're also seeing more hasty reading, students rushing through a text and giving a quick wrong answer." Reading scores fell more sharply in students from better-off backgrounds, the study added. Hindered by falling reading standards, average teenage science and maths skills were also at their lowest this century. Science fell from a 2009 high of 506 on the index to 486, while maths was down from 502 to 469 in the same period. East Asia was the best-performing region. Chinese cities that participated in the test, Japan, Korea, Singapore and Taiwan had the best educational systems with Britain and Estonia the only countries outside the region that made it into the top 10 in reading, mathematics and science.

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New York City Public Schools is banning generative AI for students from pre-K through eighth grade for the 2026-27 school year, affecting more than half a million students in the nation's largest school district. ABC News reports: In a statement to ABC News, New York City Mayor Zohran Mamdani said that the city is implementing a moratorium on generative AI for students in pre-school or 2-K through eighth grade and will spend the next year "studying the impacts of this technology." Mamdani wrote in part, "the tech industry wants us to believe that A.I.-powered early education is not only inevitable, but necessary." "We do not see it that way," he added. [...] The district said it is implementing the most expansive AI moratorium in the nation, eliminating software that uses student-facing AI and banning companion chatbots. The city's AI moratorium does not apply to high school students. The district said it will offer twice-yearly AI literacy classes designed to help high school students "think critically" about the technology before they start to "rely" on it.

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America's public education system has become "an avenue for multitrillion-dollar companies to enact their agendas," argues a NewYork Times reporter who's covered that tech industry influence for over 10 years. Big tech companies "advocate for new laws to require schools to teach industry-aligned subjects. They sit on committees that help shape learning standards for public school students..." The reporter concludes that "Silicon Valley's efforts to capture the attention of education professionals and provide student training materials can also double as marketing or indoctrination." They enable some of the most powerful corporations on the planet to spin rosy technology stories for administrators, teachers and students, giving them a sanitized view of industry practices and product risks. Many parents would likely object if, say, Exxon Mobil wrote their children's environmental science curriculum. Or if Purdue Pharma trained their children's biology teachers. Yet, over the last decade, schools have often embraced the technology industry in similar ways with few questions asked. The article excerpts the soon-to-be-released book " Coding Kids: Big Tech's Battle to Remake Public Schools," with the reporter adding more thoughts on LinkedIn: Every few years, Silicon Valley has urged American public schools to quickly adopt the latest technology or teach the latest tech subject: Big Data analytics; laptops for every child; algorithm-driven math and reading apps; compter programming; virtual reality. And each time the urgent arguments sounded remarkably similar: if schools just adopted the latest tech tool, or taught the latest tech subject, it would democratize learning for every child and equip students with valuable career skills. Despite good intentions, "today we know some of those classroom tech drives did not exactly pan out as advertised." Now some of the same companies that urged schools to provide laptops and coding lessons are employing similar arguments to urge schools to quickly adopt A.I. tools. I've spent years covering Chromebooks and student chatbot use. And I'm troubled by our collective amnesia around school tech. Thanks to long-time Slashdot reader theodp for sharing the article.

Read more of this story at Slashdot.

Federal authorities on Tuesday unsealed an indictment against 17 Iranians affiliated with the tech firm Mabna Institute, alleging a campaign of vast cybertheft on behalf of the Iranian government against universities, governments and companies.

It’s a second wave of indictments against the Tehran-based firm, expanding on and replacing a 2018 indictment of nine of the defendants from then and adding others. 

“Today’s charges, which include eight additional defendants, reveal the broader network allegedly behind a sweeping, state-sponsored campaign to steal research and intellectual property from American universities, businesses, and government institutions,” said Jamie McDonald, U.S. Attorney for the Southern District of New York. “More than eight years after making the original indictment public, these charges make clear that the passage of time will not deter us from identifying and pursuing those who target the United States from abroad.”

Unlike in 2018, the United States is currently waging a war against Iran that recently saw a 60-day negotiation deadline pass with no progress.

“Cyber operations have become a central instrument of national power, and attacks on American and allied institutions carry direct consequences for our security and economic strength,” McDonald continued.

According to the Justice Department, Gholamreza Rafatnejad and Ehsan Mohammadi founded the Mabna Institute around 2013 with the goal of helping Iranian universities and scientific and research organizations to steal from foreign scientific efforts. In doing so, it paid hackers-for-hire listed in the indictment.

The institute has compromised more than 100,000 professors’ email accounts globally, the indictment alleges, and successfully compromised 8,000 accounts at 144 U.S. universities and 178 universities in other parts of the world.

Its hackers used stolen credentials to take academic journals, dissertations and e-books across all fields of research, at least 31.5 terabytes worth in total. The institute sometimes sold stolen data, according to the indictment. 

“Through the course of the conspiracy, U.S.-based universities spent more than approximately $3.4 billion to procure and access such data and intellectual property,” a press release on the indictment states.

The defendants also have compromised and stolen from email accounts for at least five U.S. federal and state government agencies, 42 U.S. companies and 11 foreign companies, among them HBO. 

In all, the indictment brings 14 separate, sometimes overlapping charges against the 17 defendants, with sentences for each offense ranging from two to 20 years.

In conjunction with the indictment, the State Department’s Rewards for Justice program is offering up to $10 million for information leading to the location of four of the defendants.

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Former Cambridge professor Jason Arday, who resigned last week amid allegations of plagiarism and questions about his academic record, has been found dead at age 41 in London. The BBC reports: Jason Arday was found "unresponsive" at an address in Battersea, south London, on Friday afternoon, emergency services said. Metropolitan Police officers were called by the London Ambulance Service. A 41-year-old man was pronounced dead at the scene and his next of kin have been informed, the force said. Arday resigned as a Cambridge professor of sociology of education last week after allegations of plagiarism and questions about some of his achievements. He had denied the claims. In a statement, the Met Police said: "At this time his death is being treated as unexpected, but is not believed to be suspicious." The 41-year-old academic had denied any plagiarism - but admitted errors in his work - and last week said the recent furore had led to "an unrelenting level of public scrutiny and personal attack." The row first erupted after another academic -- self-defined "race realist" Nathan Cofnas, who was sacked from his Cambridge role in 2024 -- said he found numerous instances of plagiarism in Prof Arday's work and questioned some of his stated achievements. [...] Announcing his resignation last week, Arday said the "personal cost" of the scrutiny had become "too great." He said: "While criticism is an inevitable part of academic life, what I have experienced has gone far beyond scholarly disagreement. "The relentless accusations, speculation and public commentary have taken a profound toll on me and on those I love." He stressed that his resignation should not "be mistaken for an acceptance of the narratives that have surrounded me."

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"In order to salve the mental health of freshman students, the University of Michigan has implemented a Pass/No Credit system for new students to improve their mental health," writes Slashdot reader Ol Olsoc. "The process, called 'Grade Covering,' is aimed at helping with the mental health crisis that students face by lessening grade pressure." Axios reports: U-M's College of Literature, Science and the Arts plans to replace first-semester letter grades on freshmen's transcripts with pass/no-credit marks, tentatively beginning in fall 2027. Professors would still assign grades, but they wouldn't appear on external transcripts or count toward students' GPAs. U-M says the idea, known as "grade covering," could help students adjust to college, take academic risks and "embrace the joy of learning." University spokesperson Chris Sebastian tells Axios that LSA faculty, staff and students will continue shaping the pilot, with more details to come this fall. "While I am sure that there is some pressure on freshman students, one of the best ways of dealing with pressure is enduring it and overcoming it, not attempting to shield people from it," comments Ol Olsoc.

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Fei-Fei Li, aka The Godmother of AI, says the biggest AI risk in education may be students losing the motivation and agency to learn, rather than simply using the technology to cheat. She argues against banning AI outright, saying it can be valuable when used to support engaged students instead of replacing the thinking and struggle that learning requires. Techspot reports: Speaking on an episode of the science podcast Huberman Lab this week, Li talked about the fears around how students are using AI. "The absolute bad outcome is that our young generation, their agency and human-level motivation of learning and living is taken away by tools," the ImageNet inventor warned. "It should not be taken away by humans nor should it be taken away by machines." If we see a generation of graduates who have completely relied on AI without actively trying to learn anything for themselves, they risk leaving education without having "properly developed the brain," Li said. [...] Li certainly isn't advocating for a complete ban on students using AI. She believes it can genuinely help struggling students who are already engaged in their learning. Li herself noted how she struggled with organic chemistry as a premed student, when teaching assistants and professors didn't have enough time to answer every question. While there's no obvious solution, Li says we need to find a way to keep children and students' motivation and agency. "Let's find a way to give them the access and the right way of using these tools," she said. Li added that if AI is used properly in education, it could make the students of the future "way smarter than us because they are superpowered."

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An anonymous reader quotes a report from Ars Technica: Earlier this summer, nearly 160,000 applicants took the entrance exam for UNAM, Mexico's largest university. For the first time, they did it completely remotely, using a "lockdown" browser and AI-powered webcam proctoring software, over several weeks from late May through early June. It was a disaster. When exam results came in, they bore little resemblance to past results, especially at the top. Between 2021 and 2025, 3.5 percent of test takers scored 100 or more on the 120-question UNAM test. This year, 16.3 percent did so. The story was even worse at the highest of the high end. Between 2021 and 2025, 0.9 percent of test takers scored 110 or more; this year, 5.5 percent did so. The surge in top scores led to accusations of widespread cheating, and UNAM appointed a commission of experts to investigate the situation. The group was given the unwieldy name "la Comision Tecnica de Personas Expertas para la Revision del Proceso de Seleccion de Ingreso a Licenciatura para el Circlo Escolar 2026-2027/1," and it has just submitted its recommendations. The commission believes that the best path forward, given all the concerns, is to administer a "control exam" -- that is, applicants will have to sit for another test, and they will do so in person. This control exam will apply not only to those who secured a spot at UNAM based on this year's test but also to everyone who would have been admitted based on minimum successful scores in their program of study since 2021. About 58,000 people could be affected, and places at UNAM will now depend on the results of the new test. (Details on the control exam should appear soon; classes are currently scheduled to begin on August 10, so everything will have to move quickly unless the school decides to delay classes.) According to Gaceta UNAM, the school's official news publication, the university rector has apologized to honest applicants, since they will now have to prepare for and take the test again despite doing nothing wrong. Still, the control exam is "necessary to give certainty and guarantee equity in access," the rector added.

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Arizona State University has launched a 120-credit bachelor's degree in content creation that teaches video, podcasting, branding, analytics, media law, and social strategy. For their capstone, students are "expected to build a real social media account and demonstrate audience growth during the program," reports Dexerto. From the report: The Content Creation BA is housed within ASU's Walter Cronkite School of Journalism and Mass Communication and appears in the university's 2026-2027 course catalog. The 120-credit-hour degree prepares students to become "an influencer and strategic storyteller" by teaching video production, podcasting, personal branding, audience analytics and social media strategy. The program was approved by the ASU University Senate in March 2026. Its proposal said graduates would be prepared to work independently as influencers and content creators across livestreaming, videography, writing, podcasting, graphics and emerging media. [...] For the program's final project, students will choose a social media platform, such as TikTok, create a content and growth strategy, and attempt to gain real followers throughout the semester. "They will have demonstrable audience growth," [explained Jessica Pucci, senior associate dean at the Cronkite School]. "They will have a platform of their choice with real content and real followers and a real audience behind them." The curriculum includes courses titled How to Become an Influencer, On-Camera Presence, Introduction to Editing, Videography, Podcasting and Audio Storytelling, Social Media Foundations and The Digital Audience.

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Mount Royal University in Calgary says hackers stole and then deleted data from its file storage systems after breaching the university's network. [...]

A China-linked threat cluster has been exploiting vulnerable Roundcube servers at U.S. and Canadian universities to steal credentials and deploy backdoor malware. [...]

OpenAI says two employees' devices were breached in the recent TanStack supply chain attack that impacted hundreds of npm and PyPI packages, causing the company to rotate code-signing certificates for its applications as a precaution. [...]

Educational tech giant Instructure has confirmed that data was stolen in a cyberattack, with the ShinyHunters extortion gang claiming responsibility. [...]

The ShinyHunters extortion group has leaked data from 13.5 million McGraw Hill user accounts, stolen after breaching the company's Salesforce environment earlier this month. [...]

Infinite Campus, a widely used K-12 student information system, is warning customers of a data breach following an extortion attempt by a threat actor. [...]

This week we went down to Phoenix Arizona where we teamed up with the Arizona Cyber Warfare Range (AZCWR) for a great event at Grand Canyon University! Black Hills Information […]

The post Webcast World Tour: Arizona Cyber Warfare Range appeared first on Black Hills Information Security, Inc..

Sierra Ward // Last year I listened to a podcast* from Freakonomics that has stuck with me – in fact, I think it’s changed the way I think – powerful stuff […]

The post The Courage to Learn appeared first on Black Hills Information Security, Inc..