Opinion: AI belongs in classrooms
04 April 2025AI in education has transformative potential for students, teachers and schools but only if we harness it in the right way – by keeping people at the heart of the technology, says Jill Duffy.
AI in education has transformative potential for students, teachers and schools but only if we harness it in the right way – by keeping people at the heart of the technology, says Jill Duffy.
With the right development and application, AI could become a transformative force for good. What's missing in current technologies is human insight, says Anna Korhonen.
Cambridge is leading one of four projects receiving new funding from the Natural Environment Research Council (NERC) to model the risks and impacts of solar radiation modification (SRM).
A biology PhD candidate and an early career aerospace engineer researcher won the 2025 Cambridge Zero Climate Challenge for turning waste into sustainable jet fuel
Meet 10 Cambridge spinouts, all hoping to harness the potential of AI for the good of the planet and its people.
Universities can bridge the gap between those who develop AI systems and those who will use and be affected by them. We must step up to deliver this role, say Neil Lawrence and Jess Montgomery.
Dr. Ayla Selamoglu is an expert on psychedelic medicine. Her work shows how nature’s most mysterious compounds provide new ways to combat mental illness.
AI will give us the next leap forward in forecasting the weather, says Richard Turner, and make it available to all countries, not just those with access to high-quality data and computing resources.
The Cambridge report argues that play should be a recognised component of children’s healthcare in the Government’s forthcoming 10-year plan for the NHS.
A recently rediscovered play, Not for a Cat: A Play for the Nuclear Age, will be premiering at the Cambridge Festival. The play was originally written in the 1950s by Wallace R. Harper, a student at the Cavendish Laboratory at the University of Cambridge in the 1920.