DOI: 10.5281/zenodo.15034650 By E. Serry Introduction In an age where the traditional three-year degree is increasingly scrutinised for its escalating costs and diminishing returns, the very foundation of professional preparation is being re-evaluated. With tuition fees soaring and graduates often emerging ill-equipped for the demands of the modern workplace, the question arises: Is there a more effective, equitable, and dynamic pathway to career success? Enter further education (FE)—a transformative sector encompassing vocational training, apprenticeships, and professional certifications. Unlike conventional degree programmes , which frequently prioritise theoretical knowledge, FE is inherently practical, equipping learners with job-ready skills tailored to the evolving needs of industry. But can FE truly supplant the long-standing hegemony of degrees in professional training? This article critically examines the role of FE as a complementary pathway to traditional degre...
Ethical Implications of Artificial Intelligence: Challenges, Risks, and Regulatory Perspectives By E. Serry DOI: 10.13140/RG.2.2.11350.56645 https://doi.org/10.13140/rg.2.2.11350.56645 Abstract Artificial Intelligence (AI) is transforming modern society, offering significant advancements while raising profound ethical concerns. This paper examines key ethical issues, including algorithmic bias, privacy violations, accountability in autonomous systems, and economic disruptions due to automation. By analysing existing literature, case studies, and regulatory frameworks, we highlight critical risks such as algorithmic discrimination, data exploitation, and the socio-economic impact of AI-driven job displacement. Furthermore, global regulatory efforts, including the European Union’s AI Act, the UK’s AI Strategy, and the fragmented policies in the United States, are assessed. The study argues that mitigating AI’s ethical risks requires transparent algorithms, interdisciplinar...