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In their recent study, Evans Uhunoma and Maryann Asemota delve into how users perceive bias in generative AI outputs across two distinct contexts: the workplace and public discourse on social media. Drawing on survey data from UK-based employees and sentiment analysis of posts on X (formerly Twitter), the authors examine the extent to which generative AI systems—commonly regarded as innovative tools for content creation—may in fact reproduce or amplify existing societal biases. 

In a world marked by instability—from global pandemics to shifting political landscapes—young people are increasingly called upon to act, not just react. But what gives teenagers the power to step forward, make their voices heard, and shape their own futures? A new study by Mikhail Goshin, Dmitry Grigoryev, and Pavel Sorokin takes a fresh look at this question through a psychological lens, offering a nuanced picture of adolescent agency and how it links to conformity, rebellious behavior, and a hunger for intellectual challenge.

Imagine if your classes felt more like a game than a grind. Badges for breakthroughs, points for participation, and friendly leaderboards that spark just enough rivalry to keep you coming back. It’s not a futuristic fantasy—it’s happening now. Gamification in education isn’t just about fun; it's becoming a strategic tool to build the very skills employers are hungry for. A recent study published in Educational Studies Moscow dives into data to show how playing games in class might just be the smartest way to land that dream job.