The 2026 SAS Educator Awards recognize university educators worldwide who are innovatively integrating SAS software, AI, and data-driven approaches into their teaching to prepare students for future challenges. These awards highlight faculty members' commitment to creating learning environments where emerging technologies are accessible and meaningful, helping students develop real-world skills.
Weill Cornell Medicine has launched the AI to Advance Medicine initiative to support the effective use of artificial intelligence through lectures and grants, aiming to educate faculty, staff, and students on AI's potential and limitations. The initiative aligns with Weill Cornell's CARE strategic plan and seeks to enhance patient care, medical education, and biomedical research, while also contributing to Cornell University's broader AI leadership efforts.
The study examines how individuals develop AI fluency, finding that longer, iterative conversations with AI tools like Claude lead to higher rates of critical evaluation and refinement behaviors. However, when AI produces tangible outputs such as code or documents, users tend to exhibit less critical evaluation, highlighting the need for ongoing research into how AI fluency evolves and the importance of developing skills for critical assessment of AI-generated content.
The 2025 AI in Education Report highlights the rapid integration of AI in educational settings, with 86% of organizations using generative AI to enhance learning and administrative processes. However, it also underscores the need for improved AI training and literacy among educators and students to bridge the gap between current AI capabilities and effective implementation, emphasizing AI's role as a complementary tool rather than a replacement for traditional learning methods.
The Neag School of Education at UConn is exploring how artificial intelligence (AI) can transform teaching and learning, emphasizing its role as a partner rather than a replacement for educators. AI's potential to personalize learning, support teachers, and enhance creativity was highlighted at their annual Teaching and Learning with Technology Conference, though concerns about transparency, bias, and maintaining the human element in education were also discussed.
The study introduces the Gulf-AI Education Tool Evaluation Matrix (G-AIETM), a framework designed to assess AI-powered educational platforms against ethical and pedagogical indicators, specifically tailored for the Gulf region. Applying this framework, Khanmigo scored the highest among evaluated platforms, highlighting the need for cultural and linguistic localization in AI education tools to ensure ethical compliance and effective deployment in non-Western contexts.
A study by the University of Phoenix found that integrating structured AI activities into an environmental science course for adult learners improved key learning outcomes and career-aligned skills. The course redesign, guided by Industry Advisory Councils, provided a scalable model for preparing students for AI-integrated careers by aligning AI skills with course goals and offering structured support for complex assignments.
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The University of Nebraska System has launched an Artificial Intelligence Institute, co-directed by Santosh Pitla and Adrian Wisnicki, to promote a responsible and practical approach to AI that addresses real-world problems in Nebraska. The institute aims to integrate AI into education and research across all campuses, emphasizing interdisciplinary collaboration and focusing on empowering people with AI tools, supported by a $250,000 Google grant and the Nebraska Research Initiative.
