students

5,000 Stanford students have given their love lives to what an algorithm decides. And it’s consuming the university

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It’s Tuesday at 9:00 p.m. in Palo Alto and the silence of the Stanford dormitories is broken by a simultaneous notification: it’s Date Drop. In seconds, the hallways are filled with students who, according to The Wall Street Journalthey “huddle” on their screens with a mixture of anxiety and hope. Ben Rosenfeld, a residential assistant, describes the phenomenon as an “all-consuming force”: Students talk about nothing else while they figure out whether their destiny that night is a free drink date at the On Call Cafe or an anonymous complaint on the forum Fizz. What began as a simple class project has escalated into a massive sociological phenomenon that has hijacked campus social life. The numbers are compelling: in a university of approximately 7,500 undergraduate students, more than 5,000 have already surrendered their love lives to the decisions of this algorithm. From a class assignment to a startup millionaire. The architect of this obsession is Henry Weng, a computer science graduate student who coded the platform in just three weeks. As detailed TechCrunchwhat Weng started as a tool to help his colleagues has transformed into The Relationship Company, a startup that has already raised $2.1 million in venture capital. The list of investors includes Silicon Valley heavyweights such as Mark Pincus (founder of Zynga and of the first investors of Facebook), Elad Gil (of the first investors in AirbnbStripe and Pinterest) and Andy Chen (former partner of Coatue). Success. The premise has been so successful that it has transcended the walls of Stanford. The service has expanded to ten other elite universities, including Columbia, MIT, Princeton, and the University of Pennsylvania. Weng, who curiously took a subject called “introduction to clowning” that taught him to “delight in failure,” seems to have found a winning formula far from failure. “Our matches turn into real dates at ten times the speed of Tinder,” assures TechCrunch. Optimizing love in the age of fatigue. The success of Date Drop It is not a coincidence; It is symptomatic of an exhausted generation and an environment obsessed with efficiency. As they point out in The Wall Street Journal, It’s a very Stanford solution to a very Stanford problem. On a campus where students are high achievers (high achievers) obsessively focused on academic and professional success, organic social interaction has atrophied. “People have difficulty starting conversations in general, and much more so for romantic interactions,” student Alena Zhang explains to the outlet. But the problem goes beyond Stanford. An analysis of Forbes reveals a general crisis In the world of digital dating: 78% of users report emotional or mental exhaustion from using traditional apps. He ghosting (suffered by 41% of those surveyed) and the feeling that the profiles are a catalog of lies have created chronic fatigue. Added to this is the “Paradox of Preparation” (Readiness Paradox). Generation Z wants to find love more than any generation before it, but they feel paralyzed by the fear of “public failure.” They have replaced asking for a face-to-face date with asking on Instagram, entering a cycle of infinite “testing.” Date Drop it seems to break that paralysis by externalizing the decision: you no longer have to choose and risk public rejection; the algorithm chooses for you. Goodbye to Swipehello to the data. The application is radically different from the mechanics of Tinder. There are no photos to compulsively swipe left or right. The process, detailed on the website itselfbegins with a 66-question questionnaire designed to capture the essence of the user. It’s not just about superficial tastes, but about deep values ​​and political stances: “Is having children essential for a fulfilling life?”, “What are your core values: ambition, curiosity, discipline?” Weng explains that the system uses standard economic “matching theory” combined with an Artificial Intelligence that is trained with feedback (feedback) of the appointments that occur. However, the most innovative—and Machiavellian—feature is the social component. The platform allows friends to play Cupid. Wilson Adkins, a freshman cited by him WSJdiscovered that his friends had “conspired” through the app to match him with a girl from his residence. The algorithm validated the conspiracy with a compatibility score of 99.7%. Not everything is perfect in data heaven. Despite the enthusiasm and millions of investment, the road is not without obstacles. Date Drop It’s not the first attempt to automate love at Stanford. In 2017 he was born The Marriage Pact, a similar project which has already generated 350,000 matches. According to the WSJthe creators of this original project sent a “cease and desist” letter to Weng in November, alleging that the marketing of Date Drop It seemed too familiar to them. Furthermore, technology has limits compared to logistical reality. Gabriel Berger, another student, says that, although he had a great connection with his matchestheir schedules were incompatible: he was vice president of his fraternity and she had dance rehearsals. “We are not interacting well,” they concluded. For her part, Mila Wagner-Sanchez, freshman interviewed by Business Insideradds a note of realism: the novelty fades. After a fun first date (with a friend), and a second matches who never wrote to him, the pressure of midterms caused the app to take a backseat. “I would be open to trying again,” she says, but academic life sometimes outweighs algorithmic curiosity. Optimizing loneliness. Henry Weng has ambitious plans. He sees his company as a “Public Benefit Corporation” intended to facilitate not only romance, but “all meaningful relationships,” including friendships and professional connections. Perhaps the best summary of this phenomenon comes from Madhav Abraham-Prakash, a junior who helped bring the app to campus. Although Date Drop He hasn’t gotten him a girlfriend, he has given him connections on LinkedIn. His justification for The Wall Street Journal sums up the spirit of a generation that doesn’t want to leave anything to chance, not even fate: “I would be sad if my soulmate was here and I couldn’t find it. Or if my co-founder was here and I couldn’t find it, or if my business partner was … Read more

Why more and more Gen Z students prefer trades over college degrees

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Forty years ago China decided to invest in training millions of engineers who have turned out Be your ace in the hole in the AI ​​race. In fact, it is the country with the highest number of STEM graduates in the world and while ups its ante on doctoratesboth the government of the Asian giant and generation Z have begun to pay attention to vocational training. The graduate bubble. The Chinese Ministry of Education counted in November 2024 that in 2025 there would be a historic number of graduates: 12.22 million, how to collect the official newspaper of the Central Committee of the Communist Party of China. With this panorama, the competition is fierce, also taking into account that The United States has made visas more difficult for those who decide to migrate. The Chinese Ministry of Education is offering different measures and support systems in the form of recruitment events in key regions and industries to alleviate unemployment among university students. It doesn’t seem enough. Labor demand changes. On the other hand, companies are changing their needs: official data show that the demand for people with a university degree fell from 20.3% to 17.4% last year. However, the number of those who had completed vocational training rose from 8.5 to 11%. The FP is so sought after that this segment was the one that had the highest rate of job offers in 2024. It is already a matter of state. Not only is it a labor market issue, but it is also a guideline that points towards a “Strong Educational Nation.” That is the objective of new state plan in education (2024 – 2035): China makes vocational training a state priority, committing to concrete measures such as more funding, improvements in facilities and the development of a modern skills system. In short, vocational training has the same importance as academic training to sustain technological self-sufficiency. As already happened in Europein China they are also stopping stigmatizing VET as an alternative for students with fewer resources or worse grades. The return on investment is no longer profitable. Sixth Tone picks up the testimonies of several young people and their experiences such as that of Ke Chenxi, who scored high enough on the gaokao (something like the PAU) to go to university, but he chose to enroll in a vocational school. Yes, economic and family circumstances were partly to blame, but also because the Wuhan Vocational Institute program offered shorter early childhood education courses, intensive internships, and faster incorporation into the labor market. Associate Professor of Shanghai Fudan University Gao Shanchuan speaks directly from the “income effect”, that is, from the belief that by going to university you will have a higher salary: “What is changing is that young people are beginning to evaluate education in a more pragmatic way. If vocational training leads to stable jobs and a reasonable income, their social prestige will improve over time.” Zhuo Ping is a teacher at Ke School and is clear that although VET is not going to replace universities, it does encourage students to choose according to their aptitudes and not just prestige: “We went from focusing solely on credentials to more substantially recognizing ability.” Wuhan is the epicenter of change. The Chinese city is a true higher education cluster, with more than 80 universities and a strong weight of technical careers. But also where VET is emerging: those who obtain their degree in trades already find work as quickly as their university counterparts, with a successful access rate to the labor market of over 98% in some institutions. And they do so by accessing the labor market faster and with more experience. That VET centers in Wuhan work closely with local companies to design training according to the needs of the industry and not according to rigid and theoretical itineraries will surely help. In fact, in Sixth Tone they pick up the statements of a human resources supervisor, who experiments with live reality, highlighting their good performance, adaptation and skill, although they have pending issues such as teamwork. In Xataka | China promised them very happy with day 996. Until they realized that it was a shot in the foot In Xataka | China has a huge youth unemployment problem. So much so that some people pay to pretend to work Cover | Green Liu and TruckRun

Fewer and fewer teachers want to go on trips with their students. So in Galicia they are entrusting it to companies

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For students it is usually the best moment of the course, but if we talk about teachers, excursions are something else: a extra burden of responsibility and headaches. So much responsibility and so many headaches in fact that there are teachers who directly renounce participating in them. At the end of the day, a trip to the Prado, a few days visiting Barcelona or even a week in Rome is experienced differently if you are a kid willing to burn the night away than a teacher with the mission of taking care of twenty teenagers. For some faculty, this panorama is so demotivating that are turning to companies specialized. The objective: ‘outsource’ school trips. One trip, two ways to live it. Each student is a world. There are those in science and literature, extroverted and shy, responsible and brainless… but what the vast majority agree on is what is the best moment of the course: the excursions. Especially those that culminate ESO or high school, getaways of several days that involve spending nights away from home, leaving your region (maybe even the country) and savoring a dose of freedom that you normally don’t have in your daily life. It sounds exciting… unless you are not the student, but the teacher. Not given away. A few years ago Laura Gómez (Lauri Math Teacher), teacher and tiktoker, published a video which accumulates almost 145,000 likes and 2,000 comments in which he told what it is like to go on a school trip when you have to do it from the other side, that of the teachers who for a few days act as tutors-night watchmen. And its message is curious to say the least: these getaways are usually free for teachers, but even so, despite the opportunity to spend a few days of tourism in another country, many flee from that responsibility as from fire. “We’re going on a free trip” You know what? There are no teachers who want to go on study trips. In fact, many trips have had to be canceled because there were no teachers who wanted to go with them and, of course, if there are no teachers there is no trip,” the teacher reveals. The next question is obvious: Why? Why are there teachers who prefer to continue with the classroom routine rather than spend a few days in Paris, Tenerife, London, Rome… with a group of students? “You sleep between little and none.” The answer Laura’s story is quite simple: where kids see days and days of fun, freedom and more or less supervised revelry, teachers often see something else: “It’s a tremendous responsibility to go abroad with a group of teenagers, each with their father and mother. They get sick, anything happens to them… You sleep little to nothing and on top of that you have to be running around all day from one place to another.” The influencer She is not the only one who has spoken publicly about the issue. In 2024 I did it too through the pages of The Voice of Galicia José Ramón Alonso de la Torre, retired teacher from Vilagarcía de Arousa. In an article on the subject, he explained that it is one thing to accompany students on one-day cultural trips and quite another to go with them on trips of several days, often hundreds of kilometers from their homes. “The teachers back down, as has happened in some Arousa high schools, because they know they are at risk,” recognize. @laurimathteacher Would you go on a study trip?👩🏼‍🏫✌🏼🥵 ♬ original sound – ➗LauriMathTeacher➗ “What are they going to do?” “In the press there are often news stories about teachers legally accused of abandonment and abandonment because a student, while going down a slide into a pool, twisted his arm. Or because another was mugged on Paseo de Palma and had his phone stolen. And what are the poor teachers going to do, prohibit them from bathing, accompany each walker?” he was wondering Alonzo. “No, it is not easy to go on an excursion in front of 50 boys and girls ready to take on the world, especially the world at night.” Alcohol, scares, unforeseen events, nights guarding nightclubs and hotel hallways, run-ins with students from other schools… Seen that way, who would want to shoulder that enormous burden of extra responsibility? Outsourcing trips. So far nothing surprising. What is curious is what I revealed yesterday Vigo Lighthouse in a chronicle that explains how some teachers in the region are refusing to go on trips with their students. Given this scenario and to prevent kids from being left without the experience, there are centers in which the function is being outsourced directly. What does that mean? That trips are celebrated, but with teachers, but with other professionals. “Two years ago we had to call a company to travel with the children because no teacher wanted to go. This year we preferred to keep only the 4th year ESO excursions. In third year we would have to count on the company and we decided to stop doing it,” comment to Lighthouse Malores Villanueva, director of an institute in Vigo. Yours is not the only center that has covered the lack of volunteer teachers by resorting to a specialized company. “Pretty strict rules”. One of these businesses, Divertos, assures that it is not an exceptional practice, especially since the pandemic. “There are years when the same center calls us for several outings and other courses for nothing; and they call us again years later. There are promotions that are more complex than others,” comment to Lighthouse its manager, Marivíc García. The service provided not only relieves teachers of responsibility. It also marks the focus of travel. “We have quite strict rules and although at first they protest, they later get along well. They know that if they don’t comply the consequence is losing the trip,” explains Garcia before citing some guidelines they give to young people, such as not … Read more

Korea created 10 m2 micro-flats for students. Rising rents are filling them with more than just students

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If Kim wanted to walk around her house in Seoul from one corner to another, it would take less time than it took you to read this sentence. It’s not that it’s exceptionally fast. It is that he lives in a goshiwonthe quintessence of micro(micro)flats South Koreans, tiny dwellings that in theory were not planned as homes but that necessity turns into the residence of more and more young people in the country. Kim herself is a barbaric example. Despite being 31 years old, having a job as an office worker and having lived in Seoul for five years, he has had to abandon his one-room studio to move to a goshiwonthe same type of accommodation he resorted to when he settled in the capital in 2017. He is not enthusiastic about the idea, but given the rent escalation He doesn’t have many other options left. What is a goshiwon? Microhomes. And micro can be understood in this case in the most literal sense of the word. The goshiwon (either gosiwon) are mini studios that can be rented to affordable prices and they gather the essentials to survive: a bed, wardrobes and some space to install a desk and (perhaps) a shower cabin. Of course, not all goshiwon They are the same and the characteristics can change a lot from one apartment to another. On the Korea.net platform they point out that the rooms are usually around 10 square metersalthough there are those who speak of cabins of barely 3 m2 and on TikTok you can see people showing gosiwons of less than 7 m2. There are also broader options, which exceed the 30 m2. It is not strange that they are located in buildings with common services and its tenants must share bathroom and kitchen. Another thing they don’t always guarantee is a window to receive natural light. Are they that cheap? Yes. The first thing to keep in mind is that the goshiwon They were not designed to serve as stable and permanent domiciles. Korea Herald account that initially, back in the 70s, were designed with students focused on passing their exams and who only needed a space in which to spend the nights between visits to classrooms and libraries. So clear was his approach that the name gosiwon can be literally translated as “examination room”. Hence, among the little furniture they include there is a bed and a small desk. Everything else was superfluous. The undeniable thing is that it is a much more economical accommodation option than other rental formats. Herald explains that one of those micro apartments in Jongno-gru, in the heart of Seoul, it can cost between 400,00 and 500,000 won per month, about 270-340 dollars. In university areas there are even for 150 dollars. Its management is also simple and does not require large deposits. Nothing to do with almost 7,000 dollars deposit and 500 per month that the most conventional studies require on average, according to Danabg; or of course the very high disbursements of the insurance system jeonse rental. Why are they news? The goshiwon They have existed for decades, but it takes a look at the South Korean press to see that have become in news. The reason? Little by little they are making their way among a new audience, different from the one that demanded them decades ago. The format seems to be triumphing among foreign students who spend a few months in Seoul and young South Koreans who, like kimhave been suffocated by the rise in housing prices. That is precisely what just reported the newspaper Korea Times. And do you provide data? Beyond Kim’s testimony, the newspaper provides a series of data which show a clear trend: although the use of goshiwon by young South Koreans is not yet widespread, it is becoming more frequent. In 2024, 5.3% of households headed by people between 19 and 34 years old were registered in homes that are not legally classified as such, which includes from goshiwons to houses made from ship containers. It is a low percentage, but it stands out for two reasons. The first is that if we talk about South Korean households in general, the ratio drops to 2.2%. The second is that this 5.3% represents the highest figure in the last five years, only surpassed by 2017, when it reached 5.4%. In 2020 the rate was actually 3.2%. “This trend coincides with a continued influx of young Koreans to Seoul and the capital metropolitan area and an increase in the costs of their primary housing options,” comments Kang Mi-naexperts from the Korea Research Institute of Human Settlements (KRIHS). Are there more factors at play? Yes. The goshiwons have become a good option for university students who come to South Korea to study, but the Seoul residential market is facing a scenario of rising costs that is not unknown to us in Spain. a few weeks ago The Chosun Daily published that housing prices in the capital had reached their highest values ​​in the last seven years, with monthly rents also experiencing record increases. To that is added the increase in price of leases through the jeonse system, which requires a large initial deposit. Images| TikTok 1 and 2 In Xataka | South Korea has found the formula to improve its birth rate: companies pay fortunes to their employees to have children

The Opus schools decided to keep up with the government and continue segregating by sex. His students are running away

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When it came into force in January 2021 the new education lawno one missed that in its provisions there was a direct missile to the waterline of dozens of schools and institutes throughout the country: segregation by sex was prohibited; Only mixed schools could continue to be chartered. What we discovered a couple of weeks later is that the missile came with a timer. Five years later, the timer is reaching zero and many centers are preparing to stop being chartered. Immediately afterwards, a wave of students are trying to leave those schools. What did the law say? The LOMLOE, which is what the law is called, demanded that educational centers that receive public funds “develop the principle of coeducation in all educational stages.” That is, they were prohibited from “not separating students by gender.” However, as competition is regional and each place has different regulations, many of the attempts to apply this point they have been delayed. In Catalonia, for example, when the ERC department tried to eliminate agreements with differentiated education centers, the courts stopped the measures until the agreements were renewed. That period begins at the beginning of 2026. And why does it affect Opus Dei? Strictly speaking, talking about “Opus schools” is a bit inaccurate. It is true that there are many centers in that orbit, but the relationships between them are complex and that means that they are not a uniform whole. However, this group of centers (which in Catalonia number a dozen and receive 35 million each year) are the spearhead of the “anti-coeducational” movement. Thus, many Catalan schools linked to the Prelature are doing the math. Continuing to be concerted would mean losing one of its hallmarks; Not losing it means becoming private (with the increase in fees that this entails). For this reason, the steps they were taking in two schools in the Sant Cugat/Bellaterra area (La Vall – for girls – and La Farga – for boys) were seen as the great privatization experiment. The area is one of the richest and most exclusive in all of Catalonia and, in that sense, it seemed logical to think that they would be two of the schools that would suffer the least from the jump. But the flight of students has begun. El País requested in July (through a complaint to the Commission for Guarantees of Access to Public Information) the data from the official pre-registration process and what these data show is a complete leak. 63 students from La Vall and 96 students from La Farga tried to go to other schools. Finally, only 38 of the first and 74 of the second achieved it; but it is a warning to sailors. Applications for admission also decreased (between 10 and 14%). All this, while a group of families try not to abandon the concert. However, the decision seems firm. Last week, two schools in L’Hospitalet de Llobregat also linked to the Prelature (Xaloc – for boys – and Pineda – for girls) announced that they were going to begin preparing for a more than possible non-renewal of the agreement and the problems that this will entail. According to data from El Paísonly those two schools (with more than 2,800 students) receive seven million euros from the Generalitat. And what situation does all this leave us in? In recent years, the debate about whether single-sex or mixed education it has become more intense. In fact, in some countries like the US, differentiated education It has been experiencing a real boom for a decade. However, the current conversation makes it clear that research on the topic is the least of it. The opposing positions at an ideological, economic and social level They make these investigations become ammunition with which to attack the opponent. For this reason, what everyone in the sector is wondering is how long the legislature will last and what will happen if, eventually, a government of the opposite direction arrives. Meanwhile, what is clear is that differentiated education is going to verify, for the first time in many years, the commitment of its families to the project. Image| Vazovsky In Xataka | The generation of parents who feel guilty because their children spend a lot of time looking at screens

Two students have the same university degree. One will go further than another: whoever comes

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Where you come from matters a lot if we talk about “social elevators.” Without going too far, the problem nuclear of housing for young people is not such depending on the family that has touched. But these inequalities begin to be noticed much earlier. In fact, it has been found that even the university degree itself does not depend so much on the grade, but on your origins. Gap after the title. a study from the National Bureau of Economic Research with massive data on graduates from public universities in the United States show that, even when students have the same major, the same grades and leave the same institutions, those who come from low-income families finish five years later earning substantially less than their peers from families with more resources. In other words, this means that graduating (which for years was the central objective of equity policies) does not close the gap, it simply transfer to the labor marketwhere he reappears strongly despite having followed the same academic itinerary. The first job. When the researchers adjusted the data by including characteristics of the first job (starting salary, company size, average employer salary level and sector) the gap between poor and rich graduates fell by a third of its original size. This result indicates that a large part of the inequality does not occur years later, but in the instant of jump to the market: the first salary alone explains almost half of the income difference in year five, and other attributes of the first job destination added another substantial part. In other words, that first match between graduate and employer weighs more for future economic trajectory than most previous academic factors. The differences. There’s more, as research indicates that graduates from lower-income households tend to reach the end of their degree less likely to have a secure jobaccept offers with lower starting salaries and enter companies that, on average, pay less and offer fewer promotion and training options. Every extra thousand dollars in starting salary is associated with seven hundred dollars plus five years afterwards, and those who remain in first place for at least two years register several thousand more income in the medium term. This suggests that, even without differences in talent or record, the social origin determines the type of first job that is accessed, and that starting point chain conditions what happens later. Implications. In a political key, the picture that emerges the work forces us to shift the focus of intervention: it is not enough to guarantee access and graduation if inequality re-establishes itself just as we cross the door of the labor market. The researchers say that if the first job explains a good part of the gap, then the policy that aspires to real mobility must act explicitly about that transition (early information, networks, search preparation, paid internships, matching with better quality employers) because that is where today the nuclear difference is formed between equals on paper, but different in origin. Without that final layer, the title stops functioning as a ladder of equality and becomes a filter that validates inequalities that are already written before the first contract. The weight of origin. In short, the evidence suggests that inequality reappears in the transition to work because the resources that mattered before university (social networks, early information, financial cushion and room to wait for a better offer) continue to operate when the time comes to choose the first job. Those who can finance a few months without salary can reject bad offers and wait for a better one, and those who cannot, accept the first one. Those who have relatives or contacts in large companies obtain recommendations that reduce entry friction, and those who do not compete blindly. Even the most sensitive information about how, when and where to apply is unevenly distributed. From that perspective, the “first step” is neither chance nor pure merit: it is a translation in labor terms of the previous advantages that are not seen in the academic record, but that determine the quality of the first contract, and of a “bright” future or simply a future. Image | Pexels In Xataka | The paradox of the “American dream”: the place where it is least likely to be achieved is the United States In Xataka | The dream of young Spaniards is no longer buying a house: it is waiting for their parents to donate it to them

A university used an AI to hunt down students who used AI. The result was a predictable disaster

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What has happened? They count in Futurism that in 2024, the Australian Catholic University accused about 6,000 students of academic misconduct. At least 90% of cases were related to the use of AI for cheating. What is striking is that the university itself used an AI to issue these accusations, many of which were erroneous. Why it is important. It is one more example that AI is not yet reliable. We see it constantly with wrong results and hallucinations. The Australian university is not the only one that has relied on AI to accuse its students, it is a practice quite common and there have been others similar cases. The reality is that AI text detectors are also AI and, at least for now, They are imperfect. Turnitin. It is a plagiarism detection software whose first version was released in 1997 and is widely used in universities and educational centers. In 2023 he added a tool to detect texts created with AI and it is the one they used at the Australian Catholic University. The company itself says in its usage guide that the AI ​​detector is not always accurate and should not be used as the sole source when accusing a student. However, according to ABC Australiathe university used it as the only evidence when issuing his records for misconduct. The university version. Allegations regarding AI use included AI-generated works, fabricated references (hallucinations), and the use of AI tools to cite and translate content. The university says at least a quarter of all allegations were dropped after an investigation. They also rejected those in which the only proof was the AI ​​itself and in March of this year they stopped using that software. The dilemma. The emergence of AI tools poses challenges in the educational sector. Hay voices that advocate its banwhile others They defend integration and encourage good practices. UNESCO published a guide to the use of generative AI in education in which they establish rules and obligations, such as privacy protection, age limits and an approach that guarantees ethical and safe use of these tools. Image | Turnitin In Xataka | A teacher corrected a final exam done with ChatGPT, but another AI evaluated it differently and exposed the dilemma

that students use it to avoid being caught and teachers to catch

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Grammarly is a program and browser extension which has been helping us correctly since 2009: ten years before Google Integrate Writing suggestions in Gmail or that generative artificial intelligence will change everything in natural language with chatgpt. And what if it changed, so much that Grammarly has launched An application to improve texts that integrates nine agents. Back to the origins. Grammarly’s new tools are focused on using artificial intelligence for students and teachers to improve in their work: some can write better texts and others can detect plagiarism scanning “databases, academic articles, websites and published works.” In that sense, there is an agent that gives a numerical score that reflects the probability that the text is generated by AI or written by a human. Something striking of the announcement is that the founders of the company, before launching Grammarly, They undertook creating My Dropbox In 2002 (not confusing with Dropbox) with a nature that now recovers: as a plagiarism detector. Why it is important. Grammarly’s movement is relevant because it shows the recent impact of artificial intelligence even in companies that already had a lot of agricultural help component. Now they have to adapt because any great language model can bury them, such as It also happens with Duolingo. But, above all, it is interesting by how it exemplifies the moment that education lives with the boom of chatgpt: in conflict between students that They use artificial intelligence to do essays and other jobs looking not to be detected … And teachers looking for all means that do not “sneak” plagiarized and elaborated with AI, for which they will use an artificial intelligence agent that will also help them correct jobs. Luckily, there are universities that already They are implementing it in class. An agent who makes Stalking To teachers. The thing does not end there: the agent who helps to rewrite texts too Improve the process with the bibliography And deepen something that obsesses students: predict the note. The most impressive thing about Grammarly’s promise is how they claim that he does it: investigate on the Internet about which teacher the subject teaches to try to know his tastes and evaluation priorities, and help the result to approach as much as possible to what he will please. With giving him the name of the professor, subject and the university, the Grammarly agent promises to predict what note we will take out. The great challenge. As a way to differentiate, Grammarly’s proposal is ambitious, because until now there is no detector for the use of artificial intelligence that has been widely accepted as effective. According to A studydetectors we have detected less than 40% of the content generated by modified artificial intelligence to avoid being detected, and are even more imprecise (17.4%) when they have to analyze manipulated content. Some great American universities They do not support the use of detectorsbecause They do not work. For its part, OpenAi launched A tool to detect plagiarismand then He withdrew it silently. Although according to leaks now they have a tool that works, They do not throw it. If Grammarly manages to become the era of artificial intelligence in what Turnitin It has been in traditional plagiarism, it can become an actor who plays a great role in the market. Tensions. That detectors do not work is generating problems, and not only teachers, because work generated by artificial intelligence is sorry as if they were more handmade. Students are suffering from be falsely accused of lyingwith fatal consequences as suspensions in subjects. But in the background there is a reality: students cheating artificial intelligence for artificial intelligence detectors. To a future generated, summarized and read by the. Two years ago, with the launch of GPT-4 still fresh, Javier Lacort, Xataka editor, He drew a future that today sounds even in present: a reality full of emails written by artificial intelligence, in which we summarize those same emails with artificial intelligence, and in which we respond with the same tools. The most comic scenario: that “we turn to AI by postureo, to artificially lengthened emails that the receiver will not read, because that same will be in charge of summarizing it.” Today, integration into Gmail, WhatsApp, social networks and other day -to -day places already makes that future very present. Image | Annie Spratt in Unspash and generated with AI In Xataka | Goal has realized that right now it doesn’t matter to have the best AI. Just have one with the one to have you hooked on the screen

While in the West we continue to discuss whether to use in class, China wants students to use it more and more

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In many Chinese university campuses, the use of artificial intelligence is no longer discussed: it is used. According to a mycos institute surveyonly 1 % of teachers and students claimed not to use generative tools. The remaining 99 % do and almost 60 % declare to use them frequently. It is a notable turn with respect to two years ago, when accessing Chatgpt It involved resorting to mirrors and VPN. Today the movement is the opposite: the centers drive their use. As Mit Technology Review points outthe transition has been fast, but planned. At the University of Zhejiang, an introductory subject of AI is mandatory for all students since 2024. Others such as Fudan, Renmin or Nanjing have opened transverse courses to any discipline, beyond computer science or engineering. Beijing marks the passage for AI The focus is in the use with criteria: internal guides, concrete examples, recommendations on what tasks can rely on generative models and which human judgment should prevail. Interaction with the machine is treated as one more skillcomparable to other technical literacy. McKinsey estimates that China will need 6 million professionals with AI domain for 2030 Several universities are developing their own courses focused on local alternatives to Chatgpt. Centers like Shenzhen and Zhejiang have launched teaching programs on Deepseeka model that seeks to position itself as a national reference in generative. Others are already forming their students in the use of Doubao, the chatbot developed by Baidu and one of the most widespread in academic environments. In April 2025, The Chinese Ministry of Education issued national guides for Primary and Secondary, aimed at promoting critical thinkingdigital fluidity and practical application in these academic stages. For its part, Beijing has already mandatory the teaching of AI in all centers of the city, from primary to high school. For the University, these general recommendations have resulted in plans of each institution and the creation of internal courses and regulations. Spain is already moving In Spain there are universities that have gone from the debate to action: new degrees focused on AI and tutors based on AI that accompany the study Without giving the answer made. All with an objective: to train professionals who work with ia without losing critical thinking. If we focus on the rest of the West, the use is massive, but the rules not so much. Let’s deepen a little. USA: Ohio University He has made mandatory The training in AI for all its first year students. In California, programs such as Chatgpt Edu are arriving at public universities to offer free access to generative models. Europe: the European Commission promotes the Digital Education Action Plan 2021–2027with ethical guides and teacher training. Universities such as Maastricht, Gothenburg or Edinburgh have approved their own frames. Networks like Yerun or the US work to harmonize criteria and share good practices. Decisions, for now, remain mostly decentralized: They depend on each institutionof each faculty … and, in many cases, even of each teacher. It is a flexible model, with advantages and disadvantages, compared to the most structured approach that China has adopted. Two different paths to address the same reality: AI has come to stay, and mastering these tools will be key. What is still being defined is how to teach them, when and under what criteria. Images | Xataka with Gemini 2.5 Flash | Igor Omilaev In Xataka | There are those who believe that the best AIs become more silly over time. It is no madness

Whole China is of exams. So AI companies are laying their chatbots so that students do not cheat

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In Spain the students recently passed By the Pau test (Before EBAU, EVAU or Selectivity), and now something similar is happening in China, where Chinese students face Gaokao (高考), the National Access to University Exam. And they do it with an almost obligatory novelty. Nothing to cheat with chatbots from AI. The most popular chatbots in China Like Qwenfrom Alibaba, have temporarily deactivated functions such as image recognition. They have done it precisely to prevent such characteristic from being used as a modern “chop” To help them during these tests. Impartiality in the tests. The same has happened with Yuanbao (Tencent) and Kimi (MoNshot), two other popular chatbots in China, which have also deactivated that image recognition characteristic. When trying to use this function, they indicate In Bloombergthe text “appears” to guarantee the impartiality of the university access tests, this function cannot be used during the test period. “ An exam in which the future is played. The Gaokao was held for the first time in 1952 as part of the reform of the then newly created People’s Republic of China. The access processes to universities changed during Mao Zedong’s mandate, but in 1977 Deng Xiaoping recovered them and have continued to be used until today. There are 16 provinces with personalized exams, but in all cases the conclusion is the same: these tests determine the immediate future of students In the academic aspect. Designed and printed in jail. Gaoako access tests are so important that they are designed under strict security by a small team of teachers. These professionals are sent to isolated site of Beijing as military facilities or prisonswhere they make the questions. They cannot leave those locations until the tests are performed, but it is also that most exams are printed within prisons and each “printing” is protected 24 hours a day by cameras and guards. Even its transport to the centers is done with security measures that one would expect in money transports from banking entities, for example. Everything to prevent the questions from leaking. Scratch note. Chatbots are presented as a spectacular help for these students, and students – and their parents – know it. The note of these exams determines whether the student may or may not access the best careers and university institutions, and that also depends on their future positions, salaries and even their social mobility. Competitiveness is also huge: More than 13 million students They are presented to these tests this year. To achieve better notes, all kinds of solutions are used, from particular teachers to these attempts to cheat. Of photo recognition, nothing. The tests have taken place from 7 to today, June 10. The Alibaba chatbots (Qwen) and bytedance (Doubao) offered the Image recognition for AI until last Monday. However, according to Bloomberg if a user asked for the solutions to a problem in a paper that was taken a photo, Qwen replied that the service was temporarily disabled. In Doubao the message indicated is that this request “did not meet the rules.” AI is fine to learn, but not for exams. In Beijing they launched recently A plan to integrate the teaching of AI at school. Although this type of discipline in classrooms is being tried, one thing is that they learn to use it and another very different that students take it to cheat in these tests. In fact a new set of standards Published by the Ministry of Education of China last month established that students should not use the content generated by the response in their duties or in the aforementioned exams. The objective: that they do not depend too much on artificial intelligence. Image | 绵 绵 In Xataka | The 100 best universities in the world excluding those of the US, exposed this graphic revealing

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