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With financial contagion moving across borders faster than ever, the advantage is no longer just resilience. It is seeing risk early enough to act.

My paper about, “Predicting Financial Distress in a Turbulent World: A Comparative Machine Learning Analysis Across Nations", feels especially timely.

Recent developments show how quickly the risk landscape is changing. The Bank of England has been highlighting geopolitical shocks, tighter financial conditions, leverage and emerging AI-related vulnerabilities. Japan’s financial sector is pushing generative AI deeper into operations, while regulators are raising concerns around information leakage, model uncertainty and governance. Canada, meanwhile, reports near-universal AI adoption among surveyed financial institutions, alongside worries about cyber security, model risk, data quality and operational resilience.

Three models of growth, bound by a single threat:

How do we detect risk earlier without placing blind faith in the technology doing the detecting?

Our study compares machine-learning approaches to financial distress prediction and examines the economic variables that matter across different national contexts.

The aim is not to replace economists, policymakers or financial professionals with algorithms.

It is to give them better signals.

I was fortunate to collaborate across borders with researchers and professionals who brought different perspectives to the same problem.

No model will remove uncertainty. But if better data and earlier warning signals give decision-makers more time to act, then research has contributed something useful.

Sometimes, in turbulent times, the real advantage is simply seeing the risk a little earlier.

DOI:
https://doi.org/10.52238/ideb.v6i2.292

#AcademicResearch #MachineLearning #ArtificialIntelligence #FinancialDistress #FinancialStability #EconomicResilience #GlobalResearch #RiskManagement #ResponsibleAI #DatukCheah #ProfessorDrDesmondCheah #IDEB

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As AI changes what it means to teach, the question is no longer whether educators will use technology, but how wisely they will use it.

That is why my paper, “Implementing eLearning as Edutainment in Malaysian Higher Education: Challenges and Solutions for Educators,” feels even more relevant today.

Across the world, education systems are moving quickly to define what responsible AI use should look like.

Singapore is equipping educators and students for an AI-driven future by prioritizing digital literacy and technological readiness while preserving human judgment. Concurrently, England has tightened guidance around generative AI, focusing on safeguarding, ethics, data privacy, intellectual property, and assessment integrity. Meanwhile, Australia has established a national Generative AI Framework for Schools centered on pedagogy, student wellbeing, transparency, equity, accountability, and safety.

Different jurisdictions. Varied systems. Yet a single, inescapable reality: AI is fundamentally reshaping global education.

Teachers are being asked to adapt faster than ever.

That is where our research on eLearning as edutainment becomes meaningful.

Edutainment is not about turning education into entertainment. It is about designing learning that earns attention, encourages participation and makes technology serve pedagogy rather than dominate it.

This paper benefited immensely from the diverse perspectives of professors, educators, researchers, and industry practitioners.

I do not claim that one paper can answer the challenges created by AI and digital education. But I hope it adds, even modestly, to an increasingly important global conversation:

How do we equip educators with better tools without diminishing the human qualities that make great teaching possible?

Technology will continue to evolve.
So must the educator.

DOI:
https://doi.org/10.47405/mjssh.v8i7.2421

#AcademicResearch #HigherEducation #ELearning #Edutainment #AIinEducation #EdTech #DigitalLearning #FutureOfEducation #TeachingAndLearning #DatukCheah #ProfessorDrDesmondCheah #MJSSH

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At a time when education is being reshaped by AI, automation and rapidly changing student expectations, one question remains surprisingly human:

How do we keep learners genuinely engaged?

That question sits at the heart of my paper, “E-Learning as Edutainment: The Challenges and Solutions for Students of Higher Educational Institutions in Kuala Lumpur, Malaysia,” published in the International Journal of Novel Research and Development (IJNRD).

The issue feels even more relevant today.

China’s 2026 “AI + Education” Action Plan calls for deeper AI integration across teaching, learning and teacher development, including stronger AI literacy for educators.

The United States Department of Education has likewise emphasised that classroom technology should be guided by instructional value, evidence, educator judgement and a human-centred approach.

While here in Malaysia, DELIMa 3.0 now integrates 16 AI applications to support marking, performance analysis and the identification of learning gaps, while helping reduce teachers’ administrative burden.

3 different systems. 3 different approaches. One shared challenge:

Technology is moving quickly, but good teaching still depends on attention, motivation, interaction and meaning.

That is where the idea of edutainment becomes relevant. Not making education superficial, but designing digital learning in ways that students can genuinely engage with.

For this paper, I had the opportunity to work with professors, educators, researchers and industry practitioners, each bringing different perspectives to the broader question of how digital learning should evolve.

I do not see this study as having all the answers. But I hope it contributes, even modestly, to a global conversation that is becoming more urgent:

How do we use increasingly powerful technology without losing the human side of education?

DOI:
http://doi.one/10.1729/Journal.35331

#AcademicResearch #HigherEducation #ELearning #Edutainment #AIinEducation #EdTech #DigitalLearning #FutureOfEducation #TeachingAndLearning #StudentEngagement #DatukCheah #ProfessorDrDesmondCheah #IJNRD

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At Castlemont High School in Deep East Oakland, Phelisha Saffold stands in the sunshine surveying the courtyard.
“Today is a good day out,” she said as students sat in clusters, talking and eating lunch. “Drama-free.”
She points out the cheerleaders. “They’re not hyphy about nothing.”
A few yards away, the boys are doing their thing. The courtyard is filled with lively chatter; there are no raised voices, which would signal that things could go sideways.
“That’s when your antennas come on, and you want to put your ear to it,” she said.
Over two years working as a school-based violence interrupter at Castlemont, Saffold, 54, has learned to decipher the signs that can precipitate a fight. Yelling is obvious, but sometimes they’re more subtle: A student just seems different one day. Maybe they’re quiet or grumpy.
Saffold’s duty is to get ahead of conflicts before they boil over into brawls — or worse. It’s a job that took on renewed urgency after a student was shot and injured at the city’s Skyline High School last month, but with Oakland schools facing a crippling budget shortfall, the future of that work is in doubt.

✍️ Vanessa Rancaño
🎥 Vanessa Rancaño
📷 Beth LaBerge @bethlaberge
🎬 Anna Vignet

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Jill Barshay explains why an analysis of 50 years of research argues that there isn’t strong evidence for the academic advantages of placing children with disabilities in general education classrooms.

In a paper that reviews more than 50 years of research, Douglas Fuchs of Vanderbilt University and the American Institutes for Research, along with two other researchers, argues that the academic benefits of including students with disabilities in general education classrooms are not settled science despite the fact that numerous studies have found that children with disabilities learn more that way. Fuchs said the paper is slated to be published this spring in the Journal of Learning Disabilities and he expects it to be made public online sooner.

“We’re not saying that the evidence indicates full inclusion cannot work,” said Fuchs. “We’re saying that the evidence in terms of where to place these children is extremely weak, is fundamentally flawed, and no conclusions can be drawn from the evidence.”

Fuchs also notes that there is a growing body of high-quality research on how to teach children with disabilities or those at risk of being diagnosed with a disability. These studies are randomized controlled trials of interventions that require hours of intense, specialized instruction. For many, if not most, students with disabilities, Fuchs argues, a separate setting, such as a separate classroom or even a separate school, might be the best way to get the instruction they need.

“Some number of kids with disabilities can and should be in general classrooms,” Fuchs said. “It’s manifestly obvious that they’re doing reasonably well. They should stay there. But for a majority, they need intensive instruction, and we know how to provide intensive instruction. The evidence is, I dare say, overwhelming.”

Proof Points is published every Monday by The Hechinger Report and MindShift.

#education #specialeducationteacher

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Columnist Jill Barshay explains why universal preschool promised equity but benefits went to the wealthy.

California finally rolled out free preschool for all 4-year-olds in the 2025-26 school year, after more than a decade of expanding what the state calls transitional kindergarten. Many advocates hoped the move would ease child care shortages and close learning gaps between rich and poor. But a new University of California, Berkeley, study of Los Angeles shows the opposite happened: More than 150 child care centers closed, and the biggest beneficiaries were families in the city’s wealthiest neighborhoods.

Why does free preschool sometimes backfire? The Berkeley report can’t definitively answer that, but the study’s lead author, Bruce Fuller, a retired Berkeley sociologist who has studied early childhood education for decades, says the new public school seats siphoned 4-year-olds away from community child care centers and private preschools. Many centers lost revenue when children left, and it wasn’t easy to pivot to serving younger toddlers or infants.

“We found this worrisome finding that the death rate, so to speak, of pre-K centers has accelerated since the governor moved toward universal access” to transitional kindergarten, Fuller said. “Private pay centers can’t survive.”

You can get Jill's column published at The Hechinger Report and MindShift every Monday.

Comment PROOF POINTS to get Jill's newsletter delivered to your inbox.

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Why do you think love matters—especially right now? 💛

“I think love is really important right now because we’re seeing a lot of narratives of hate. And I don’t think that’s going to help make our world better. I think love—and connecting with folks—is the way to do it.”

Shoutout to Nimah Gobir from KQED and their beautiful project, Teaching with Love: How Educators Heal, Uplift, and Inspire, part of KQED MindShift.

This project was made possible through the Greater Good Science Center’s grant program, Spreading Love Through the Media, which supports creators sharing nonfiction stories about love in all its forms.

💫 Learn more about the 23 winning projects: tinyurl.com/ggsclove25

#love #positivepsychology #wellness

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This Wednesday…We want you to share your thoughts 💭 Please stay tuned!

#inspiration #engagewithus #shareyourthoughts #wednesdaythoughts #motivationeveryday #motivation

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The sit and reach. Push ups. Sit ups. The mile run. The challenges of the Presidential Fitness Test have evolved over the decades since its inception, and it has invoked many strong feelings and reactions to match.

We asked listeners to share their memories and stories of the Presidential Fitness Test and received many great calls and comments, from both those who disliked the test and those who look back on it fondly.

🎧 Listen to the full conversation at kqed.org/forum, on the KQED app or wherever you get your podcasts.

#kqedforum #publicmedia #publicradio #fitness #physicaleducation #presidentialfitnesstest #exercise #wellness #backtoschool

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The best teachers never forget what it’s like to be a kid. #repost @mindshiftkqed

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Today we’re spotlighting MindShift — a powerful podcast that dives into how today’s policies, innovations, and social shifts are reshaping tomorrow’s classrooms. From equity to edtech to rethinking traditional models, MindShift helps you explore the why behind what’s next.⁠
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https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx?si=a40aee4ec0a24706⁠
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#GCCE⁠
#MindfulMinutes

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