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Challenges of a digital society and response of Dutch universities. One programme, seven themes: Citizenship & Democracy, Responsible Data Science, Health & Well-Being Learning & Education, Work & Organisations, Digital Cities & Communities, Safety & Security

AI systems are already capable of deceiving humans. Deception is the systematic inducement of false beliefs in others to accomplish some outcome other than the truth. Large language models and other AI systems have already learned, from their training, the ability to deceive via techniques such as manipulation, sycophancy, and cheating the safety test.

AI systems are already capable of deceiving humans. Deception is the systematic inducement of false beliefs in others to accomplish some outcome other than the truth. Large language models and other AI systems have already learned, from their training, the ability to deceive via techniques such as manipulation, sycophancy, and cheating the safety test.

A qualitative study across Europe. It only takes witnessing a few interactions within modern western families to realize how much the experience of childhood has changed. The change comes from different winds blowing on today's families' time but certainly, the use of digital technologies peaks out and its impacts on childhood, education, learning and safety has been at question over the last years.

In 2018 the Netherlands started the development of a new curriculum framework for primary, lower and upper secondary education. New themes in curriculum are Digital Literacy, citizenship and a strong focus on 21st century skills. Digital Literacy is defined as a combination of ICT skills, media literacy, information literacy and Computational Thinking. Starting with a vision on a theme such as Digital Literacy and using this vision as a starting point for describing big ideas. For Digital Literacy eight big ideas were described: data and information, safety and privacy, using and controlling, communication and cooperation, digital citizenship, digital economy, applying and designing, and sustainability. Computational Thinking is integrated in each of these big ideas. The underlying framework for Computational Thinking is based on ISTE and CSTA and each big idea is specified as a learning trajectory describing learning objectives leading to a new legal curriculum framework in 2022.

"2019 MakeX Robotics Competition, themed City Lights, challenges young people to solve real-world problems we may face every day including environmental pollution, food safety, recycling, viral infection and more by applying STEAM concepts. 2019 MakeX Robotics Competition is divided into 4 programs based on different difficulty levels and targeting at various age groups. Teams design, build and program robots to complete different themed missions along their journey and develop innovative-thinking, team-building and problem-solving skills in the learning process."

Frontier models are increasingly trained and deployed as autonomous agent. One safety concern is that AI agents might covertly pursue misaligned goals, hiding their true capabilities and objectives - also known as scheming. We study whether models have the capability to scheme in pursuit of a goal that we provide in-context and instruct the model to strongly follow. We evaluate frontier models on a suite of six agentic evaluations where models are instructed to pursue goals and are placed in environments that incentivize scheming

Do today's youth have more opportunities than their parents? As they build their own social and digital networks, does that offer new routes to learning and friendship? How do they navigate the meaning of education in a digitally connected but fiercely competitive, highly individualized world? Based upon fieldwork at an ordinary London school, The Class examines young people's experiences of growing up and learning in a digital world. In this original and engaging study, Livingstone and Sefton-Green explore youth values, teenagers' perspectives on their futures, and their tactics for facing the opportunities and challenges that lie ahead. The authors follow the students as they move across their different social worlds-in school, at home, and with their friends, engaging in a range of activities from video games to drama clubs and music lessons. By portraying the texture of the students' everyday lives, The Class seeks to understand how the structures of social class and cultural capital shape the development of personal interests, relationships and autonomy. Providing insights into how young people's social, digital, and learning networks enable or disempower them, Livingstone and Sefton-Green reveal that the experience of disconnections and blocked pathways is often more common than that of connections and new opportunities."