New research from University of Notre Dame marketing professor Shijie Lu looks at how the abrupt move from classroom teaching to online learning during the COVID-19 lockdown affected college students’ performance in China.

Students who enroll in short-term, job-focused training through community college noncredit programs experience modest but meaningful earnings gains and a greater likelihood of being employed after training, according to a new study published today in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association.

In striking new statistics, experts warn of social media’s growing grip on young people, with use among children and teens soaring by more than 200% since before COVID and showing no sign of decline.

A new Texas A&M AgriLife Research study shows consumers are willing to pay more for flavorful, vividly colored tomatoes regardless of origin– evidence that sensory traits, not just a “local” label, drive what people value most in fresh produce.

Published in Agribusiness, the peer-reviewed study was led by Samuel Zapata, Ph.D., an associate professor in Texas A&M College of Agriculture and Life Sciences Department of Agricultural Economics, based at the Texas A&M University Higher Education Center at McAllen.

A new study published in AJPM Focus found that the risk of child firearm injuries was 45 percent higher during the 2-6 pm afterschool period on school days, compared to non-school days, among students at public schools in New York City. This risk nearly tripled in the immediate period at the end of the school day, typically about 2 pm. A second study, published in Prevention Science, examined the benefits of summer youth employment programs and found that these programs not only reduce youth involvement in crime and violence, but also improve youth educational outcomes, social connections, and community engagement.

Schools will need to become more talk based as AI makes it increasingly easy for students to bypass traditional forms of learning and exposes the limits of exams, researchers argue in a new study. The paper, by two researchers at the University of Cambridge, suggests that Generative AI is likely to push teaching into becoming more conversational, with chatbots acting as partners that introduce students to new ideas and even impersonate historical thinkers to stretch their thinking. It highlights a wave of emerging tools already prompting this shift, including AI systems that provoke students’ critical reasoning and a new “Moderator Bot”, currently being developed at Cambridge, that helps pupils switch perspectives and engage more deeply with one another’s arguments.