The rapid diffusion of AI globally and the pace at which AI is developing put us at a societal crossroads. The choices we’re making now will determine who has access to AI and the opportunity it affords. There is perhaps no more important tool than our education systems for addressing the uneven diffusion of AI we’re seeing currently: national adoption runs above 70% in countries such as the United Arab Emirates and falls to low single digits across much of sub-Saharan Africa, close to a tenfold difference. 

The way we teach AI and learn with it will have long-lasting impacts on jobs, the workforce, and our broader economy. Learning Curves: Rethinking Education from Classrooms to Careers in an AI-Driven World is a collection of research-driven essays that can help guide those choices. This book brings together the body of work from the second cohort of Senior Fellows from the Microsoft AI Economy Institute (AIEI), a flagship think tank that produces research and convenes experts to generate insights into how AI is reshaping work, education, and the broader economy. 

In Learning Curves, researchers consider how AI is reshaping the earliest stages of learning and work, from K–12 classrooms and community and technical colleges to college‑to‑work transitions and entry‑level jobs, and what it will take for that transformation to widen opportunity rather than deepen divides across institutions, communities, and countries.  

Below, I share a few of my own reflections that informed my contributions to Learning Curves, a collaborative effort that wouldn’t have been possible without the truly talented, diverse cohort of researchers who contributed to this book.  

The good, the bad, and the ugly: Laying the foundation for AI in K–12 classrooms

Before delving into the specifics of how to incorporate AI in classrooms, we need to ask ourselves whether we’re teaching for knowledge, or for learning.  

The book, the calculator, the personal computer, the internet, the search engine, and the smartphone all arrived in classrooms carrying real promise alongside the worry that they would hollow out young minds. Usually the truth landed somewhere in between, and where it landed depended less on the tool than on the choices the adults made about how to use it. 

The fact is that the AI-native generation is already here, and its members are in classrooms around the world. More than half of US teenagers already use AI chatbots for schoolwork. I’ve personally seen the promise of AI as a force for good in education up close in my own classroom, where I teach a computer science class to elementary school students.  

But of course, the good is only part of the story. We can’t shy away from the downsides of incorporating AI into classrooms. While AI can help with accessibility and individualized learning, it can also create over–reliance, contribute to student cheating, or prevent students from recognizing when information may be false. 

The rapid deployment of AI in K–12 classrooms needs to come with a sober assessment of how that technology impacts all students. This assessment must go beyond the technology itself to encompass how students, teachers, parents, and society use AI.   

AI literacy is only part of the solution

If classrooms are where students learn how to think, teachers are the conduit through which this learning happens. In Learning Curves, Joseph Orero, Senior Researcher in AI at Strathmore University’s School of Computing and Engineering Science, posits that teachers aren’t resistant to AI in classrooms; they just need proper training to help them adequately adapt and teach their students critical skills. His research contribution explores game-based learning with AI-enabled African languages. 

AI usage and adoption worldwide are also dependent on accessibility. Another chapter of the book looks at barriers and opportunities in Arabic education and finds that the primary barrier teachers encountered when introducing AI writing assistants into classrooms was Arabic digital literacy, particularly students’ typing ability.  

Researchers often circled around a similar theme: there is no one-size-fits-all approach to developing AI competency; instead, such an approach must be sensitive to local knowledge and contextualized teaching and learning practices. This means that teachers, in turn, must have training that makes sense for the unique contexts in which their students are learning.  

Frank Nagle, now Microsoft’s Chief AI Economist, Sarah Rodriguez, Associate Professor of Engineering Education at Virginia Tech, and other researchers in Learning Curves make the case that, in many ways, nontraditional pathways such as apprenticeships and two-year-degree programs, particularly those that are virtual, are more nimble and thus better able to adapt their curricula to the rapidly changing field of AI.  

AI Is taught in the classroom, but then what?

Education has never been about simply preparing people for the future of work so they can thrive in the labor market. When considered holistically, it is about teaching students not what to think but how to think. In our AI era, education is one of the core institutions through which the future of work will be built, distributed, and made more (or less) equitable. Successful AI integration remains human-centered by focusing on organizational change, durable human skills like empathy and judgment, strong employer partnerships, and learner needs. 

As research from Laura Nuriski, Head of Program on the Future of Work at the Centre for European Policy Studies (CEPS), highlights, access to AI alone does not ensure successful integration. Technology transfer, data infrastructure, organizational readiness, and a human-centered approach to building and deploying AI are also key indicators of success.  

Whether we’re talking about the classroom or the boardroom, it’s worth keeping in mind that AI tends to do the most good when it strengthens human capability and the most harm when it substitutes for it. That holds as true in a fourth- grade reading lesson as in a software team or a hospital ward. 

The children in our schools deserve tools that serve their learning rather than stand in for it, and that is within our power to provide. Our most successful future with AI will be one that is human-centered, inclusive, and designed to help people thrive. 

The post Learning Curves: The future of education, from classrooms to careers, in an AI-driven world appeared first on Microsoft On the Issues.

Microsoft today released updates to remedy at least 398 security vulnerabilities in its Windows operating systems and supported software, including one weakness that is already being actively exploited and two others that were publicly detailed prior to today.

Image: Shutterstock, Mallika Home Studio.

August’s overstuffed bundle of patch joy from Microsoft did not eclipse its recording breaking release of more than 570 security updates last month, but it is double June’s then-record batch of nearly 200 fixes. Microsoft has attributed the recent patch deluge to vulnerability discoveries aided by artificial intelligence, and experts roundly agree that Windows users should get used to the idea of Patch Tuesdays (the second Tuesday of each month) covering hundreds of newly discovered security flaws.

Fully 42 of the 398 flaws that Microsoft patched today earned Redmond’s most-dire “critical” rating, meaning they are severe enough that malware or malcontents could exploit them to gain remote control over a Windows computer with little to no help from the user.

The sole known “zero day” bug fixed by Microsoft this month is CVE-2026-68820, a privilege escalation weakness in a core Windows component called afd.sys, which the security firm Automox describes as “the driver behind Windows socket connections on effectively every endpoint.”

“This isn’t a front-door bug,” Automox’s Landon Miles wrote in a Patch Tuesday blog post. “It’s step two in a chain: an attacker phishes their way into a low-privilege foothold, then uses the driver flaw to take the box. The 7.0 score reflects the high attack complexity, because race conditions are fiddly. The exploit has to be thrown over and over until the timing lands. Someone is clearly landing it anyway.”

CVE-2026-62832 is another privilege escalation flaw that Microsoft has labeled likely to be exploited; this flaw, in the Windows User Profile Service, may be related to the recent “LegacyHive” public disclosure from the prolific bug hunter known as Nightmare Eclipse. The other publicly disclosed flaw is CVE-2026-72971, a low-impact local tampering vulnerability that Microsoft reckons is unlikely to be exploited.

Other major software makers are likewise increasing their patch volumes and cadence thanks to AI, including Adobe which last month moved to twice-monthly security bulletins published on the 2nd and 4th Tuesday of each month. Cisco, Google, Mozilla and Oracle also are shipping updates far more frequently and abundantly.

By all accounts, AI is quite good at finding security holes in software. But for now at least, patching the resulting bugpocalypse remains a heavily human-centric endeavor, and the jury is still out on whether AI technologies will turn out to be as good at fixing vulnerabilities as they are at finding and exploiting them. This is an important question when one considers that these same AI technologies also are suggesting fixes for the vulnerabilities they find.

Researchers at 1Password recently examined what happens when different large language models (LLMs) generate vulnerability patches for newly disclosed, complex vulnerabilities. They found the LLMs produced patches that failed to fix the flaw or added a new weakness in the process (or both) more than half the time.

Ed Skoudis, president of the SANS Technology Institute, said his team has seen excellent results using AI to generate patches, provided there are humans in the loop to test the suggested fixes and push for iterative improvements.

“AI is rapidly becoming astonishingly good at finding vulnerabilities, but this research shows that fixing them is a very different problem,” Skoudis wrote in a SANS newsletter today. “Don’t expect one-shot AI patching to work reliably. Instead, iterate, test, challenge, improve, and verify. AI can be an extraordinary patching partner, but today it still needs a skilled human at the keyboard.”

Tyler Reguly at Fortra says while reports of Microsoft patching hundreds of vulnerabilities in one go have prompted some organizations to try to patch faster, it’s important to bear in mind that only one of the almost 400 bugs addressed today is known to be actively exploited. Reguly suggested security leaders check in with their teams to see how they’re handling the increasing workloads, which often involve testing fixes before deploying them in production environments.

“If you’re a chief security officer talk to your teams about how they are shifting or modifying their workflows to better accommodate the patching shift that we’re seeing and support them across various organizational units by enabling the changes they want to see made,” Reguly said. “There’s no need to rush these updates, no matter what various vendors and organizations try to tell you. You need to make sure that you are rolling out safe updates that will not negatively impact your systems.”

Speaking of the humans behind the keyboards, don’t neglect to backup your system and/or data before applying this month’s monster patch load. The day after each month’s Patch Tuesday is sometimes derisively referred to as Reboot Wednesday, but it generally doesn’t hurt to wait a few days to apply these huge update bundles because it sometimes takes a couple of days for the occasional misbehaving patch to get ironed out properly by Microsoft.

For a clickable, per-patch breakdown by severity and urgency, check out this roundup from the SANS Internet Storm Center.