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Universities were built upon openness, collaboration and scientific exchange. Yet as semiconductors, photonics and artificial intelligence become strategic technologies, Europe increasingly faces a difficult question: how open can science remain when knowledge itself becomes infrastructure?
Examinations are among the most trusted institutions of modern society. Yet as technology transforms economies and labour markets, an uncomfortable question emerges: are we still measuring the capabilities future societies will actually need?
Education is often viewed as a pathway to personal opportunity. Yet education also shapes the knowledge, skills and capabilities that determine how societies innovate, adapt and prepare for the future.
Most people use digital technologies every day, yet few fully understand the systems operating behind the screen. Through exhibitions, educational programmes and public engagement initiatives, Tactical Tech helps people explore how algorithms, data and artificial intelligence increasingly shape everyday life.
As digital life increasingly moves through platforms and algorithms, modern libraries are quietly transforming into social infrastructure: public environments where concentration, learning and human presence remain physically possible.
Universities are accelerating their adoption of artificial intelligence. But in that speed, something essential risks being lost. This essay argues for a deliberate pause—not as resistance, but as a condition to preserve depth, judgment and the role of friction in learning.
Engineering is no longer just about building systems, but about shaping outcomes. As AI becomes more capable, the question shifts from what we can build to what we are willing to be responsible for—and how universities prepare engineers for that reality.
As artificial intelligence enters education, care and social work, the nature of these professions becomes clearer. Not efficiency, but presence defines them. This essay explores why human judgment, context and relationships remain essential in an increasingly system-driven world.
As artificial intelligence generates fluent text instantly, writing is no longer the same act of thinking it once was. This essay explores how language education must shift from producing sentences to interpreting meaning, authorship and responsibility in an age of generated words.
Artificial intelligence is transforming legal work, but not legal judgment. As analysis and drafting become automated, the core of law remains human—requiring interpretation, responsibility and the ability to justify decisions under conditions of uncertainty.
