Scientists have utilised AI to predict T cell receptors, advancing personalised medicine, and boosting immunotherapy and vaccine development.
Education policymakers, businesses and the IT industry are all having their say about what AI in education might look like in the future, but one voice is missing from all these prognostications – the students who it will impact.
Despite the power and significance of volunteering, there remain barriers for some people to offer their services.
While large language models such as ChatGPT offer vast potential in reshaping educational methods, the challenges are many.
The immediate challenge for educators is to determine what an AI-literate skill set looks like, in order to continue to teach and assess the core skills that have traditionally sat at the heart of the university.
Post-COVID, teachers have reported student behaviour appears to be getting worse, with students more distracted and less engaged than before the pandemic.
A common criticism of the ATAR is that it doesn’t tell universities enough about potential students. But so-called “narrative evaluation” models of assessment have their issues, too.
Testing in March, with results released in July, leaves little time for teachers to analyse the data and make use of it, or for schools to make educational improvements in that year.
Current medical programs need to diversify their curriculums by at least incorporating resources for medical students to look after their mental health, deal with pressures at work, and even career change.
The school environment plays a critical role in our children’s sense of belonging – leaders and policymakers need to create ways to prioritise it.
How someone perceives and responds to uncertain stimuli is an essential workplace skill in nearly every industry.
A new UNESCO report aims to start a global conversation about vital issues that need to be discussed by educators and political leaders.
“The submission date was looming, and I had been staunchly ignoring the bubbling magma of terror that was slowly rising within me the past few months.”
A nationwide study reveals the ways school psychologists and counsellors adapted to overcome the challenges of pandemic-related restrictions.
If we want to move to more productive and holistic post-COVID education in our country, we should rethink NAPLAN in its current form and focus on what matters.
Only 38% of Year 10 students reached the benchmark of knowledge on civics and citizenship required for their year level in 2019.
While the COVID restrictions presented challenges at every level, for a school in Melbourne's east, the growth and development from the experience was transformational.
NAPLAN scores are used to gauge the quality of schools. But the overemphasis on only literacy and numeracy scores stands in the way of providing a more holistic education.
The pandemic has paved the way for much-needed inclusive assessments in Victorian schools, taking into account more than just students’ academic capabilities.
The COVID-19 disruption to our schooling system provides an opportunity to reform the flawed assessment program.
The coronavirus pandemic has brought into sharper focus what we want from our education system.
Australian schools are failing to foster a sense of belonging among their students.
Friendships, marriages and business partnerships continue to be forged at Monash.
Monash alumni’s first Nobel Laureate, Associate Professor Tilman Ruff AM, has spent his life working to safeguard the future of human health.
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