This report presents evidence from primary and secondary schools in Shanghai, illustrating how schools use reports generated by an AI-based classroom analysis system to support instructional improvement across two levels and four types.

As AI systems move from experimentation to real-world deployment, trust is emerging as a central challenge for adoption and governance. A new white paper from the Schwartz Reisman Institute for Technology and Society proposes a multidisciplinary framework for understanding trust in human–AI interactions. Drawing on expertise from computer science, psychology, sociology, law, public policy, philosophy, and engineering, the report identifies six principles for building AI systems that are not merely trusted, but trustworthy.

A new study from the University of Zurich shows that adolescents and young adults describe positive, everyday experiences as shaping their lives most significantly, while psychological stress can change how they view major life events.

The study reconceptualizes classroom assessment as a driver of teacher reflection and professional growth, introducing a structured reflection method that makes teachers' thinking visible and open to change.

A new study published in ECNU Review of Education provides compelling evidence that targeted teacher training in social–emotional learing (SEL) can significantly improve classroom quality and support young children's social–emotional development in Pakistan.

Hosted by the Shanghai Municipal Institute for Lifelong Education (SMILE), the May working meeting of the “BRICS+” Joint Laboratory on Climate Change Education and Green Development brought together scholars and practitioners from across the Global South. Participants welcomed new members, shared emerging research and practical experiences, reviewed ongoing initiatives, and explored future opportunities for collaboration, which further strengthens international cooperation in climate education, green development, and sustainable futures.

DNA testing kits are often gifted for Father’s Day, Christmas and special occasions. The idea of learning more about yourself and unearthing some long-forgotten family history is certainly appealing for many, but a psychologist has warned that these presents can come with profound psychological implications.