As artificial intelligence (AI) tools become ubiquitous in higher education, scholars and instructors question the continued value of essay writing as an assessment and learning strategy. Critics argue that generative models like ChatGPT can automate much of the writing process, potentially diminishing students’ engagement with core cognitive and rhetorical skills. Drawing on literature from writing-to-learn research, AI in education, and composition studies, this paper argues that essay writing remains indispensable for graduate‐level social science students. Three key dimensions including cognitive development, rhetorical fluency, and metacognitive reflection are examined to demonstrate how essay assignments cultivate critical thinking, scholarly voice and self‐regulated learning in ways AI cannot fully replicate. Further, integrating AI ethically into the writing process can enhance these outcomes when assignments are reconfigured to emphasize process, attribution, and oral defense. Implications for course design and academic integrity policies are discussed, with recommendations for leveraging AI as a pedagogical partner rather than a substitute.

As the world transitions from the Fourth Industrial Revolution (4IR) to the Fifth Industrial Revolution (5IR), education systems are confronted with a profound dilemma: how to leverage rapid technological advancements while ensuring ethical, inclusive, and human-centred learning. This review critically examines the global educational implications of the 5IR, highlighting the dual pressures of technological innovation and widening digital inequality. While 4IR emphasized automation, AI, and data-driven systems, the 5IR demands a rebalancing toward empathy, ethics, equity, and sustainability in educational practice and policy. Drawing on contemporary literature from 2000 to 2025, the paper explores key challenges including the digital divide, curriculum obsolescence, ethical concerns in AI integration, and governance lag. Simultaneously, it identifies transformative opportunities, such as personalized learning, global collaboration, digital inclusion strategies, and the embedding of ethical reasoning within curricula. Special attention is given to how under-resourced and marginalized communities are navigating these changes, with an emphasis on ensuring that innovation does not exacerbate educational inequity. The paper argues for a paradigm shift in global education discourse, from a focus on technological readiness to one of ethical resilience and inclusive digital empowerment. Ultimately, it calls for urgent, collaborative efforts among policymakers, educators, and global institutions to shape an education system that is not only future-ready but also socially just and human-centred.

The rapid integration of artificial intelligence (AI) into tertiary education is reshaping how students learn, interact, and prepare for the future. This paper critically examines the dual impact of AI on higher education, highlighting both its potential to enhance learning and the ethical challenges it presents. On the positive side, AI enables personalized learning pathways, expands access to resources, automates routine tasks, and equips students with future-ready skills. Conversely, risks include over-reliance on technology, threats to academic integrity, unequal access, and concerns about privacy and the dehumanization of learning. Drawing on recent studies, the article argues that the transformative promise of AI in higher education can only be realized if institutions adopt balanced strategies that integrate innovation with ethical safeguards. The paper concludes by proposing policy and pedagogical frameworks that promote responsible AI use, ensuring that technological advancement complements, rather than compromises, academic integrity and holistic student development.

The stability of Northeast Asia, particularly the Korean Peninsula, is crucial for global security and economic growth. The region remains highly contentious due to the competing interests of the United States, China, Russia, Japan, and South Korea, with North Korea's nuclear capabilities posing a significant threat to peace. Addressing these challenges is vital as the increasing tensions and shifting great power dynamics could lead to destabilization and conflict. Economic interdependence among Japan, South Korea, and China is substantial, yet historical grievances often inhibit security collaboration. The power dynamics in the region have evolved from a post-World War II bipolarity into a complex interplay marked by the influences of China and Russia, affecting responses to North Korea. Moreover, efforts to resolve the North Korean crisis through comprehensive agreements have stalled; instead, a focus on manageable, incremental engagements is necessary for fostering trust and stability. Failure to address these emerging challenges risks further entrenching historical animosities and fostering instability, which in turn could jeopardize economic relationships and security alliances. The absence of effective diplomacy may lead to increased militarization, potential conflict escalation, and disrupted trade flows, with significant consequences for regional and global security frameworks. To foster stability in the region, it is recommended to establish a Northeast Asia Stabilization Forum to facilitate ongoing dialogue and manage security issues collaboratively. Strengthening economic integration initiatives through mutual benefit-focused joint ventures among Japan, South Korea, and China is also vital. Additionally, coordinating humanitarian and development projects can enhance goodwill and compliance with broader security measures. A shift towards incremental diplomatic strategies that prioritize phased confidence-building measures with North Korea is essential. Engaging external actors such as the U.S. and the European Union will support regional stability through shared economic and security initiatives. In conclusion, creating a stable regional order in Northeast Asia is imperative not just for immediate crisis management but also for securing long-term peace and prosperity. By implementing these recommendations, regional actors can work towards a cooperative future that prioritizes security and economic growth, positioning Northeast Asia as a fundamental pillar of a peaceful global order.

Artificial intelligence (AI) is reshaping education by transforming the ways teaching and learning are designed, delivered, and experienced in the 21st century. AI-powered technologies enable personalized learning pathways, automate routine administrative tasks, and provide data-driven insights that inform pedagogical decisions (Luckin et al., 2016; Holmes et al., 2022). These innovations allow educators to shift from traditional knowledge transmission toward more student-centred, inquiry-based, and collaborative models of learning. Furthermore, AI offers opportunities to enhance inclusivity and equity by supporting multilingual learners, students with disabilities, and those in geographically remote or underserved contexts (UNESCO, 2021). However, challenges remain, particularly in addressing ethical concerns, algorithmic bias, data privacy, and the digital divide, which disproportionately affects learners in developing regions such as the Pacific (Selwyn, 2019). For AI to serve as a catalyst for equitable and sustainable educational transformation, policies and practices must prioritize human values, cultural contexts, and teacher capacity-building. This paper critically examines the opportunities and challenges of AI in education, emphasizing its implications for equity, pedagogy, and the future of learning in the 21st century.