Artificial intelligence (AI) is transforming the global knowledge economy, creating unprecedented opportunities for innovation while simultaneously reproducing structural inequalities between the Global North and South. AI development is deeply intertwined with historical patterns of resource extraction, epistemic domination, and technological dependency, which perpetuate economic and cognitive asymmetries. This article examines how AI reinforces structural disadvantages in the Global South, focusing on three interrelated challenges: economic dependence and technological subordination, digital and infrastructural disparities, and inequitable access to knowledge resources. Drawing on decolonial theory and Michael A. Peters' framework of knowledge socialism, the study argues for reconceptualizing knowledge as a public good, emphasizing collaborative production, capacity building, and inclusive governance mechanisms. By foregrounding systemic inequities and articulating practical strategies, this paper offers a normative and operational framework to promote equitable participation in the AI-driven global knowledge economy.

This paper examines China’s 2025 White Paper on Smart Education as a governance-oriented policy framework for integrating artificial intelligence into the national education system. Rather than treating the document as a technological blueprint, the study analyzes its underlying governance logic, focusing on the role of the state, educational equity, and public digital infrastructure. Through policy analysis and selective institutional examples, the paper argues that China articulates a state-coordinated alternative to market-driven edtech models prevalent in Western contexts. While the paper does not claim immediate global impact, it suggests that this model holds analytical relevance for ongoing international debates on AI governance in education, particularly in Global South contexts.

This collective essay, contributed to a special issue on East Asian engagements with philosophy of education, situates educational posthumanism where modern humanism meets its limits. Modern educational and social institutions have been constructed on logos-reason, technical rationality, predictability, calculability, and controllability-to secure safe and stable human lives. Through shared norms, rational procedures, and standardized judgment, they have pursued universality, equality, and fairness. The resulting impasse is here framed as a tension between logos and pathos that exceeds it-vulnerability, dependency, finitude, the excess of the gift, and contingency. Seven short essays engage two interrelated educational problems. First, as human-made technologies expand beyond human control, how can we take ethical responsibility for these technologies and their consequences? The first three essays by Chia-Ling Wang, Kuan-hsun Wu, and Seung-woo Cho & Jin Choi treat AI and digital infrastructures as unavoidable conditions and ask how humanist ethical and critical orientations can be sustained through attention to concrete situations of learning and teaching. Second, the latter four essays ask how education might respond to marginalized human and nonhuman others without demanding complete assimilation. Ami Ogasawara and Akane Takasu seek possibilities that modern humanist education could not recognize under posthuman conditions. Kazuaki Yoda and Michelle Ocriciano ask what may have been left behind before, or within, modernity, and pursue a dialogue and a sense of circulation between humanism and posthumanism. This collective essay was further enriched by the open reviews of the distinguished scholars Petar Jandri & cacute; and Michael A. Peters.

Algorithmic trading (automated trading, black-box trading, or simply algo-trading) is the process of using computers programmed to follow a defined set of instructions for placing a trade in order to generate profits at a speed and frequency that is impossible for a human trader.The defined sets of rules are based on timing, price, quantity or any mathematical model.Apart from profit opportunities for the trader, algo-trading makes markets more liquid and makes trading more systematic by ruling out emotional human impacts on trading activities.http://www.investopedia.com/articles/active-trading/101014/basics-algorithmic-trading-concepts-and-examples.asp#ixzz4KI3tX5vxA small group of high-frequency algorithmic trading firms have invested heavily in technology to leverage the nexus of high-speed communications, mathematical advances, trading, and high-speed computing.By doing so, they are able to complete trades at lightning speeds.High-frequency algorithmic trading strategies rely on computerized quantitative models that identify which type of financial instruments to buy or sell (e.g., stocks, options, or futures), as well as the quantity, price, timing, and location of the trades.These so-called black boxes are capable of reading market data, transmitting thousands of order messages per second to an exchange, cancelling and replacing orders based on changing market conditions, and capturing price discrepancies with little or no human intervention.-Carol C. Clarke,

The integration of artificial intelligence (AI) into African higher education is characterized by a critical tension between its transformative potential and profound contextual constraints. This systematic scoping review addresses this disjuncture by synthesizing available evidence from 41 sources (32 peer-reviewed articles, 9 policy documents) selected via a PRISMA-ScR-guided protocol and analyzed through thematic synthesis, with evidence strength differentiated as Tier 1 (empirical studies), Tier 2 (theoretical/policy), and Tier 3 (grey literature). The analysis reveals three key findings: (i) continental strategies and context-adapted tools demonstrate promise for enhancing access and collaborative research, though evidence of scalable impact remains largely confined to source-specific illustrations requiring replication; (ii) implementation is critically undermined by interconnected barriers including infrastructural deficits, data scarcity, and unaligned epistemologies; and (iii) without deliberate intervention, current AI adoption trajectories risk exacerbating inequities and perpetuating neocolonial dependencies. Based on the thematic synthesis, we propose the Integrated Digital Transformation Model (IDTM), a conceptual framework combining cloud infrastructure, adaptive AI, and collective intelligence across three interconnected layers, presented as a synthesis requiring empirical validation rather than a tested intervention. The study posits that sustainable transformation requires context-specific policies, investment in local infrastructure and talent, and AI systems grounded in African sociocultural paradigms.

Global pedagogy refers to a broad, ethically grounded approach to education that extends beyond national boundaries and emphasizes the collective responsibility to teach and learn about interconnected global crises and historical injustices. The question of Palestine and the ongoing genocide in Gaza serve as the "canary in the coalmine". Its suppression is not an isolated phenomenon but a diagnostic for a wider authoritarian turn that seeks to foreclose the very possibility of critical, transnational solidarity. In this dialogue, Michel Peters, a philosopher of education, and Linda Herrera, a critical anthropologist of education in the Middle East, engage in a dialogue about how educators can keep critical thought and solidarity alive by partaking in practices that are resilient, resourceful, and relentlessly focused on building counter-publics. These requires embracing a "fugitive"pedagogy, curating and archiving counter-memories, and building transnational literacies of solidarity.

This text presents a comprehensive overview of the author's experiences and contributions to PESA, as well as the themes and concerns that have shaped their academic work. The lecture series, named in the author's honour, aims to foster new thinking among emerging scholars. The author's intellectual journey has been deeply influenced by the contemporary apocalyptic zeitgeist, which they frame as a series of local and global crises that underpin the spirit of the age. These crises encompass environmental degradation, geopolitical tensions, the erosion of democracy, and the potential for nuclear conflict. The author's work in EPAT has been characterised by a commitment to innovation and inclusivity, with a focus on topics such as social justice, decolonization, and gender and subjectivity. The genre and methodology of collective writing and open peer review have been instrumental in nurturing the work of younger scholars. The author's inaugural lecture, 'Refuge and Resilience: Being-together in a post-apocalyptic era,' explores the dynamics of being-together as a means of fostering deep relationships with the environment and biosphere, and as a source of resilience and cultural value. Four key themes are discussed: the apocalyptic problematic in modern Western philosophy, the philosophy of place, complexity and catastrophe, and ecopedagogies for living in the post-apocalyptic era. The author argues that apocalyptic philosophy can be used to unsettle the dominant worldview without resorting to fanaticism or fundamentalism, and that the concept of 'Being-together' can provide a framework for community, renewal, and resilience. The label 'post-apocalyptic philosophy' is proposed as a means of moving beyond the determinism of apocalyptic thinking. The author concludes by suggesting that the themes of Being-together offer a basis for the development of a new curriculum.