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Sundar Pichai has addressed growing public anxiety around artificial intelligence ahead of his upcoming commencement speech at Stanford University, jokingly referring to preparations for possible negative audience reactions as his “boo strategy”.

Speaking on the “Hard Fork” podcast, the Google CEO was asked how he planned to approach a graduating class increasingly worried about AI-driven job disruption and whether students might react critically to remarks from one of the industry leaders driving the AI revolution.

Pichai responded by expressing confidence in younger generations, saying he remains “extraordinarily optimistic” about students’ ability to adapt to technological change and shape a better future.

“My goal would be to share my experiences,” he said, adding that graduates themselves will play a major role in both advancing AI and dealing with its long-term societal consequences.

The conversation comes at a time when AI-related concerns are intensifying across universities and workplaces worldwide. Rapid developments in generative AI, automation and machine learning have triggered debates over employment security, especially among young professionals preparing to enter the workforce.

Recent campus incidents have highlighted the tension. Former Eric Schmidt reportedly faced boos during a university appearance in Arizona after discussing AI, while music executive Scott Borchetta drew criticism from students over comments on AI’s growing influence in media and entertainment industries.

Acknowledging these fears, Pichai said people are “rightfully worried” about the pace and scale of technological transformation.

“Humans aren't evolved to process that much change,” he noted during the interview.

The tech executive also referred to broader public skepticism surrounding AI. According to a poll mentioned during the podcast discussion, only a small section of respondents viewed AI as “mostly good”, while a significantly larger percentage expressed negative perceptions of the technology.

Pichai argued that the technology industry must do more to demonstrate the benefits of AI while responsibly managing its risks. He stressed that although technological shifts have historically created anxiety, innovation has also consistently driven economic growth and societal progress.

The remarks come as major technology firms continue investing heavily in AI infrastructure even as companies across sectors increasingly cite automation and AI efficiency gains during restructuring and layoffs. Reports have also pointed to rising unemployment levels among recent graduates, adding to concerns about how AI may reshape entry-level employment opportunities.

Despite the uncertainty, Pichai maintained that the next generation will ultimately “rise to the challenge” and help build a more balanced technological future.

A team led by Manipuri astrophysicist Ronaldo Laishram has discovered a massive structure of young galaxies dating back nearly 12.6 billion years, shedding new light on how galaxies formed and evolved in the early Universe.

The discovery, published in The Astrophysical Journal Letters, identifies a giant protocluster named the “Loktak Protocluster,” inspired by Loktak Lake, the largest freshwater lake in Northeast India. Astronomers describe protoclusters as early-stage galaxy clusters — vast collections of galaxies that are still assembling under the influence of gravity in the young Universe.

The newly identified structure dates back to a period only around 1.2 billion years after the Big Bang, making it one of the oldest known large-scale galaxy formations ever observed. Scientists believe such protoclusters eventually evolve into enormous galaxy clusters containing thousands of galaxies.

Researchers say the Loktak Protocluster provides a rare opportunity to study how matter was distributed and how galaxies interacted during the Universe’s formative stages. The structure contains rapidly forming young galaxies, offering clues about star formation, cosmic evolution, and the role of dark matter in shaping the Universe.

The finding is particularly significant because observing such distant objects allows astronomers to effectively look back in time. Since light from the protocluster travelled for 12.6 billion years before reaching Earth, scientists are seeing the structure as it existed in the ancient Universe.

Astronomers often compare protoclusters to “cosmic cities” in development, where galaxies are still gathering and merging through gravitational attraction. Over billions of years, these regions are expected to mature into the massive galaxy clusters observed in the present-day Universe.

The naming of the structure after Loktak Lake also highlights the growing contribution of scientists from India’s Northeast to global astrophysics research. Researchers noted that the discovery demonstrates how advanced observational astronomy is helping scientists reconstruct the earliest chapters of cosmic history.

The study is expected to contribute to broader efforts to understand galaxy assembly, large-scale cosmic structures, and the environmental conditions that shaped the evolution of the Universe shortly after the Big Bang.

Marking Peru’s National Day of Persons with Disabilities and Inclusive Education Day on October 16, UNESCO Peru reaffirmed its commitment to promoting equitable and inclusive education systems that ensure equal learning opportunities for all individuals, regardless of physical, social, or educational barriers.

In its statement, UNESCO Peru said inclusive education remains both a fundamental right and a collective social responsibility requiring coordinated efforts from governments, educators, families, and communities.

The organisation emphasised that inclusion goes beyond physical access to schools and involves removing structural barriers, transforming social attitudes, and creating environments where every learner can fully participate and develop their potential.

Learning Without Barriers programme

A central part of UNESCO Peru’s work is the “Learning Without Barriers” programme, a three-year initiative focused on strengthening inclusive educational communities through collaboration with specialists, teachers, school leaders, students, and families.

The programme promotes dialogue, reflection, and practical action around diversity in classrooms, encouraging schools to recognise and support the different learning needs, experiences, and perspectives of students.

UNESCO highlighted that acknowledging each learner’s individuality is essential for building more equitable schools and inclusive societies.

The initiative is funded by Education Cannot Wait (ECW) and implemented through a consortium led by RET International in partnership with Plan International, ASOVENTRU, and UNESCO Peru.

Inclusion as a broader social goal

The observance also served as a reminder of the continuing challenges faced by persons with disabilities in accessing quality education, inclusive learning environments, and equal participation opportunities.

UNESCO Peru noted that inclusive education policies must be supported not only through infrastructure and specialised resources but also through social awareness, empathy, and institutional transformation.

The organisation reiterated that educational inclusion benefits society as a whole by fostering diversity, participation, and equal opportunity within communities.

Global focus on accessible education

UNESCO’s message aligns with broader international efforts to achieve inclusive and equitable quality education under United Nations Sustainable Development Goals, particularly SDG 4, which focuses on ensuring inclusive and quality education for all.

Across Latin America and other regions, education systems are increasingly being encouraged to adopt learner-centred approaches that support accessibility, emotional well-being, and participation for students from diverse social and physical backgrounds.

UNESCO Peru also encouraged educators, institutions, and communities to engage with educational resources and tools designed to support inclusive practices and strengthen awareness around disability rights and accessible learning environments.

The Tibetan Institute of Performing Arts (TIPA), a major cultural institution under the Central Tibetan Administration, has accused China of attempting to erase and distort Tibetan identity during a landmark cultural programme held in Prague after nearly two decades.

The event, organised at the Senate Garden in Prague, brought Tibetan opera, music and traditional dance performances to a European audience while drawing attention to concerns surrounding Beijing’s policies in Tibet related to religion, language and cultural freedom.

According to TIPA, the programme was jointly organised by Czech Senate Vice-President Jitka Seitlova, the Tibet Bureau Geneva and the Sinopsis Foundation.

Representatives of the institute said the event was not merely a cultural performance but also a peaceful expression of resistance against what they described as increasing restrictions imposed by China on Tibetan cultural and spiritual life.

Through performances of classical Tibetan opera, known as Ache Lhamo, along with traditional folk dances and music, artists sought to highlight Tibet’s distinct civilisational identity and long-standing spiritual and artistic traditions.

TIPA stated that the programme challenged narratives portraying Tibetan culture as simply an extension of Chinese civilisation, instead presenting Tibet as an independent cultural entity with a unique heritage spanning centuries.

Thinlay Chukki said the event symbolised solidarity and truth at a time when Tibetan identity continues to face pressure under Chinese governance.

The programme took place shortly after the Czech Senate passed a resolution supporting the right of Dalai Lama to independently determine his succession, rejecting interference from the Chinese government in Tibetan religious matters.

The Czech Republic has historically been among Europe’s vocal supporters of the Tibetan movement. TIPA referred to the longstanding friendship between former Czech President Vaclav Havel and the Dalai Lama as a reflection of shared commitments to democracy, compassion and human rights.

The institute also noted that former Czech President Petr Pavel met the Dalai Lama and the Sikyong of the Central Tibetan Administration in Ladakh last year, describing it as a significant diplomatic gesture toward the Tibetan cause.

More than 300 people, including senators, students, NGO representatives, members of the Tibetan diaspora and Czech citizens, attended the Prague event. Organisers said many participants expressed support for Tibet’s non-violent movement and concern regarding China’s policies in the region.

Two student-led innovation teams from Galgotias University will represent India at the Global EDVentures Startup Competition 2026 hosted by The Education University of Hong Kong, where young founders from across Asia will showcase technology-driven ideas focused on transforming education under the framework of the United Nations Sustainable Development Goal 4 (SDG 4): Quality Education.

The selected teams are developing solutions centred on immersive learning design and accessibility-focused educational technology. One startup is using Virtual Reality (VR) to redesign how students engage with complex academic concepts, while the second is creating tactile coding systems aimed at improving access to programming education for visually impaired learners.

The initiative comes amid growing global interest in experiential learning design, inclusive technology and AI-driven educational innovation.

One of the selected ventures, Tekurious Pvt. Limited, includes students Akash Kumar, Yash Vardhan and Anoop Maurya. The startup is building a VR-enabled immersive learning platform that replaces passive textbook-based learning with interactive simulations designed to improve conceptual understanding and student engagement.

Speaking about the project, Akash Kumar said the idea emerged from the belief that students understand subjects more effectively when they can experience concepts rather than simply memorising them. He noted that participation in the Hong Kong competition would allow the team to demonstrate how immersive technologies can reshape classroom learning and educational accessibility.

The EDVentures competition will bring together student innovators from institutions including Nanyang Technological University, National Institute of Education Singapore, King Saud University, East China Normal University, Universitas Indonesia and Ajman University.

Dhruv Galgotia, CEO of Galgotias University, said such international platforms help students engage with global educators, researchers and founders while building confidence as innovators solving real-world challenges.

The university has been expanding its startup ecosystem through incubation support, industry-linked Centres of Excellence and advanced technology infrastructure. Galgotias has incubated more than 135 startups and launched a ₹10 crore innovation fund to support student ventures.

The institution has also established collaborations with companies including Intel, Cisco, Apple, Salesforce, Tata Technologies and Capgemini to strengthen applied learning and emerging technology research.

The participation of the two teams highlights how student-led innovation in India is increasingly focusing on design-driven, accessible and globally scalable education technologies.

The Zayed Education Foundation has concluded a major international leadership initiative aimed at strengthening long-term collaboration between the United Arab Emirates and India, with 60 Emirati professionals and university students returning from immersive learning journeys across India to develop policy and innovation-focused capstone projects.

The UAE–India Leaders Program, designed to nurture globally minded and purpose-driven leaders, seeks to deepen understanding between the two nations through experiential learning, cross-cultural engagement, and strategic collaboration across sectors shaping the future of both countries.

Participants were divided into three cohorts of 20, each focusing on a specific theme — international relations; science, technology and sustainability; and arts, culture and architecture. The programme combined field visits, academic interaction, policy discussions, and dialogue with experts from government, industry, civil society, and cultural institutions.

During the initiative, participants travelled to major Indian cities including New Delhi, Mumbai, Jaipur, and Bangalore. The group engaged with leading institutions such as Indian Institute of Technology, Indian Institute of Management Bangalore, and the Bombay Stock Exchange.

The participants also explored India’s cultural and historical landscape through visits to the Jaipur Literature Festival, Taj Mahal, and local marketplaces, gaining broader exposure to India’s social and cultural diversity.

As part of the diplomatic engagement component, the Emirati delegation met representatives from the UAE Embassy in New Delhi and the UAE Consulate General in Mumbai, reinforcing the programme’s emphasis on international dialogue and people-to-people connections.

According to the foundation, participants developed a deeper understanding of India’s political, economic, and cultural landscape while also building professional networks and long-term collaborative relationships.

A spokesperson from the Zayed Education Foundation said the initiative combines immersive learning with practical outcomes through strategic capstone projects designed to address real-world challenges and strengthen bilateral cooperation.

The projects, currently being developed by participants after returning to the UAE, are expected to focus on areas such as innovation, public policy, cultural exchange, sustainability, and economic collaboration, aligned with the UAE’s broader international partnership goals.

Abdulnasser Jamal Alshaali described the programme as a reflection of the “depth and ambition” of the growing UAE–India partnership. He noted that the participants’ engagement across diplomacy, science, technology, and culture positioned them to contribute meaningfully to future collaboration between the two nations.

Education and diplomacy experts say programmes based on immersive international exposure are increasingly becoming important tools for leadership development, particularly as countries seek stronger educational, cultural, and innovation partnerships in an interconnected global environment.