Weekly AI News Update (27 March - 2 April 2026) - Hong Kong Metropolitan University

Weekly AI News Update (27 March - 2 April 2026)

A school in Wolverhampton is using AI and coding education to support students excluded from mainstream schools. The School of Coding and AI creates bespoke timetables, combining core subjects with game design and AI coursework, and reports that excluded pupils thrive with smaller class sizes and more individualised attention. The programme aims to re-engage students by putting them in charge of their learning and showing potential pathways to further education. 🔗 BBC
Microsoft has announced a $5.5 billion investment in cloud and AI infrastructure in Singapore through 2029, alongside new ‘Microsoft Elevate’ programmes. Every tertiary student in Singapore will receive free access to Microsoft 365 Premium with Copilot for 12 months, while educators and nonprofit leaders will receive free AI training. The initiative aims to build foundational AI literacy and skills across the workforce, aligning with Singapore’s National AI Strategy. 🔗 Microsoft
UNESCO is establishing a Regional AI in Education Observatory for Latin America and the Caribbean, to be launched in April 2026. The public-private initiative will support evidence-based policy, teacher training, and capacity development to ensure ethical, equitable, and responsible integration of AI in classrooms across the region. 🔗 digwatch
New research from the University of Surrey warns that AI risks undermining meaningful learning unless feedback remains grounded in care, trust, and human connection. While AI can generate feedback at speed, students place greater trust in human educators due to empathy and contextual understanding. The study advocates for a ‘care-full’ approach, treating feedback as an ongoing relational dialogue rather than a transactional exercise. 🔗 Phys.org
The American Psychological Association has published guidance on teaching academic writing in the age of AI, noting that nearly 92% of undergraduate students now use AI for assignments, primarily for writing and editing. Instructors are adapting by emphasising process over product—breaking assignments into smaller, scaffolded tasks—and building AI literacy through activities such as comparing AI-generated citations and critiquing AI outputs. Classroom policies vary widely, but experts recommend transparent conversations about appropriate AI use, avoiding over-reliance on detection tools due to bias concerns, and ensuring that AI supports learning without replacing critical thinking. 🔗 American Psychological Association