WHAT'S GOING ON IN EDTECH?

Chegg to Lay Off 22% of Staff as ChatGPT Disrupts Homework Help Model

Chegg, the popular online textbook and tutoring company, announced major layoffs in May 2025, cutting about 22% of its workforce (approximately 248 employees) amid the growing impact of generative AI tools on its business. Chegg’s leadership cited students’ increasing use of free AI platforms like OpenAI’s ChatGPT as a key reason for a sharp decline in the need for Chegg’s services.

Over the past several months, the company observed a significant drop in user traffic and homework help subscriptions, as learners found that AI chatbots could answer many of their questions instantly and at no cost. Chegg’s CEO warned investors that this trend was likely to “worsen before it improves,” acknowledging the disruptive threat AI poses to the traditional online tutoring and study guide industry.

Anthropic Launches “Claude for Education” AI Chatbot for Universities

Anthropic, a leading AI company, has released a new education-focused AI assistant called “Claude for Education,” tailored specifically for colleges and universities.

Announced on April 3, 2025, Claude for Education offers campus communities a version of Anthropic’s advanced chatbot Claude with features and safeguards designed for academic use. This move comes on the heels of OpenAI’s rollout of “ChatGPT Edu,” as Anthropic positions itself to compete in the higher education segment of the booming AI market.

By providing an AI assistant that can help with both learning and administrative tasks, Anthropic is directly targeting the needs of students, faculty, and university staff. One of the hallmark features of Claude for Education is a special “Learning Mode” that distinguishes it from a generic chatbot. In Learning Mode, Claude is programmed not just to give answers, but to engage students with questions and prompts that foster critical thinking.

China Issues Guidelines to Regulate AI Use in Schools

China’s Ministry of Education has released new guidelines governing the use of artificial intelligence tools in primary and secondary schools, reflecting a cautious approach to integrating AI in classrooms.

The guidelines, published on May 16, 2025, lay out age-specific rules and ethical standards to ensure that technologies like generative AI are used to enhance, not disrupt or replace, quality education for children. Notably, the policy bans young students from unsupervised use of AI chatbots and similar tools, while allowing more exploratory use by older students under teacher guidance. Under the new rules, primary school students are prohibited from independently using AI tools that generate open-ended content (such as ChatGPT-like bots).

This restriction aims to prevent misuse, for example, a child having an AI do their homework or encountering inappropriate content. In middle school, students will be permitted to engage with AI in a limited way: teachers may introduce AI-generated content as part of lessons on logic and critical thinking, helping students analyse how AI formulates answers or solutions. By high school, students can take a more hands-on approach in “inquirybased learning” projects involving AI, including understanding basic technical principles of AI algorithms.

However, even at the high school level, the emphasis is on learning about AI and its proper use, rather than using AI to do the work for students.

IXL Learning Acquires MyTutor to Expand Online Tutoring in Europe

IXL Learning, a U.S.-based education technology company, has acquired MyTutor – the United Kingdom’s leading online tutoring platform – as demand for digital tutoring soars.

The deal was announced on May 29, 2025, and marks a significant transatlantic expansion for IXL, which is known for its adaptive learning products in math, language arts, and other subjects. This strategic acquisition comes at a time when UK parents are increasingly turning to online tutoring services, partly in response to recent policy changes. The UK government’s decision to apply a 20% VAT (tax) on private school fees has made private schooling more expensive, prompting many middle-class families to seek extra academic support outside the traditional school system.

As a result, tutoring uptake in the UK has jumped, and MyTutor has reported a 27% yearover-year increase in new parent sign-ups for its online lessons. IXL’s purchase of MyTutor is a bet that this trend will continue and that supplemental online education will play a larger role in mainstream schooling.

IFRS Foundation Launches New E-Learning Series on Sustainability Reporting Standards

The IFRS Foundation has released a series of new online training modules designed to help organisations better understand and apply the International Sustainability Standards Board (ISSB) frameworks. These e-learning resources aim to support professionals in navigating the key requirements for sustainability and climate-related financial disclosures.

The training covers vital areas such as IFRS S1, which outlines general disclosure obligations for sustainability-related financial information, and IFRS S2, which focuses specifically on climate-related reporting standards.

Structured as four self-paced modules, the course materials incorporate a mix of text explanations, visual content, and interactive quizzes. This combination is designed to enhance user engagement and reinforce understanding of the principles behind sustainability reporting. The modules are particularly useful for companies looking to align with emerging global expectations around environmental and financial transparency.

By making these learning tools freely accessible, the IFRS Foundation aims to increase awareness and consistency in the application of the ISSB standards across industries and jurisdictions.

New Online Course Empowers Organisations to Create Inclusive, Long-Lasting Activities

A new e-learning course is now available to help individuals and organisations design and deliver inclusive activities that bring disabled and non-disabled people together through shared physical activity. Offered via the Activity Alliance Learning Hub, this practical and affordable course aims to promote equal access to sport and exercise across communities.

The course, titled Create Inclusive Activities That Last, provides guidance for anyone involved in planning or delivering physical activity sessions - from grassroots volunteers to local government staff and national charity workers. It focuses on building confidence, understanding local needs, and overcoming barriers that prevent participation in physical activity, especially among less active groups.

Structured into four interactive modules, the course draws on real-world experience and best practice insights from Activity Alliance’s successful Get Out Get Active (GOGA) initiative. Key themes include the importance of inclusive design, sustainability, legal frameworks such as the Equality Act, and ways to deliver meaningful, high-quality experiences for all participants.

The four modules cover:

• Introduction – An overview of inclusion in physical activity, highlighting learning from the GOGA programme, the benefits of being active, key legal considerations, and Activity Alliance’s Talk to Me principles.

• Designing Your Offer – A deep dive into understanding local demand, identifying and engaging different audiences, and tailoring activities to meet diverse needs.

• Preparing to Deliver – Practical guidance on inclusive delivery, internal organisational readiness, budgeting, and promotion strategies.

• Sustaining Your Offer – Tools and ideas to help organisations maintain and grow their inclusive activities over time.

Helen Derby, Strategic Lead for Programmes at Activity Alliance, highlighted the course’s real-world focus:

“This is about more than meeting guidelines - it’s about giving people the knowledge and tools to deliver experiences that truly make a difference. Through the GOGA programme and our work with Continuum, we’ve seen how inclusive activities can transform lives. Now, we’re making those insights accessible to everyone who wants to create change.”

The course is aimed at those working or volunteering in community groups, sports clubs, charities, local authorities, governing bodies, and wider organisations involved in delivering physical activity. It offers flexible, self-paced learning that’s rooted in evidence and designed to support long-term impact.

New ACCEND eLearning Toolkit Launched to Empower Supportive Cancer Care Staff

A new digital learning resource has been launched to help individuals in supportive and assistive healthcare roles build greater knowledge and confidence in cancer care. Developed through a collaboration between the ACCEND programme (Aspirant Cancer Career and Education Development) and NHS England’s Technology Enhanced Learning (TEL) team, this eLearning toolkit offers practical tools and targeted learning for those supporting patients throughout their cancer journey.

The toolkit is designed for a wide range of roles that interact with cancer patients but may not have formal oncology training, including cancer support workers, healthcare assistants, therapy support staff, and cancer navigators. It is also relevant for members of pharmacy teams, administrative staff, and those in nursing or allied health roles who are considering a future career with a focus on cancer services.

Structured as an accessible, online learning package, the resource includes curated guidance, structured learning modules, and essential information to improve day-to-day understanding of cancer pathways, patient needs, and effective support practices. The goal is to equip staff with the skills, awareness, and confidence to contribute meaningfully to the multidisciplinary cancer care team.

The eLearning resource complements the broader mission of the ACCEND programme, which is focused on strengthening the cancer care workforce across England. ACCEND supports professionals at all career stages, helping them to develop the skills and knowledge required for cancer-related roles. The initiative also aims to secure a stronger pipeline of future cancer specialists while offering current practitioners access to development tools aligned with national competency frameworks.

This new toolkit contributes to that mission by opening up educational pathways for nonregistered professionals and supporting their career growth. It also reinforces the value of support roles in cancer care, recognising their contribution to patient experience, continuity of care, and service delivery across a variety of healthcare settings.

More information on the toolkit, the ACCEND programme, and the national education framework for cancer care roles can be accessed through the eLearning for Healthcare (eLfH) platform.