The idea of diffusion of innovation has become so embedded in our culture, and most recently so associated with the adoption of new technology, that we might assume it happens in predictable ways. The steps between innovators, early adopters, early majority, late majority, and laggards seem intuitive and certain even when their peaks might be unsure. And yet history teaches us that sometimes new ideas can take years or even decades to take hold, even when they are potentially world-changing and relevant for the era in which they were formulated. More →

The European Accessibility Act (EAA) came into effect on 28 June 2025. Since that date, any new product or service entering the EU market must meet common accessibility requirements. It’s a significant step toward ensuring that Europe’s 87 million people living with disabilities can use everyday products and services fully and confidently and will have a profound effect on workplace inclusion. The Act is designed to support both individuals and businesses. Until now, accessibility laws have varied widely across member states, creating unnecessary complexity for organisations and uneven experiences for people with disabilities. More →

A new survey from EY suggests that many UK organisations are failing to realise the full productivity benefits of artificial intelligence (AI) because their talent strategies are not keeping pace with technology adoption. The EY 2025 Work Reimagined Survey, based on responses from 800 UK employees and 180 employers, found that while the use of generative AI at work is now widespread, it is rarely being used in ways that fundamentally change how people work. More than four in five employees said they use GenAI tools, but this is largely limited to routine activities such as searching for information or summarising content. More →

The steady shift from pens and pencils to keyboards has led many schools to play down writing by hand and other fine motor activities. But a major new review of research suggests that may be a mistake. The study, published in Educational Research Review, brings together evidence from 118 previous studies involving almost 80,000 children and adolescents. Taken together, it shows a clear and consistent link between children’s fine motor skills and how well they perform at school, across reading, writing, mathematics and broader cognitive measures. In other words, writing may be thinking in both a physical and cognitive sense. More →