Tech
Red Sea Undersea Cable Cuts Disrupt Internet Across Middle East and Asia
Two major subsea cables linking Europe to the Middle East and Asia were reportedly severed in the Red Sea over the weekend, disrupting internet services across parts of the Middle East, South Asia and beyond. The cause of the incident remains unclear, though analysts say the region’s heavy maritime traffic and geopolitical tensions make the undersea network particularly vulnerable.
Cybersecurity watchdog NetBlocks confirmed outages on Sunday, attributing the disruption to failures on the South East Asia-Middle East-Western Europe 4 (SMW4) and India-Middle East-Western Europe (IMEWE) cable systems near Jeddah, Saudi Arabia. The two cables form part of the global backbone of the internet, carrying vast amounts of international data traffic between Europe and Asia.
“The subsea cable outages in the Red Sea have degraded internet connectivity in multiple countries,” NetBlocks said, naming India and Pakistan among the most affected. Users in the United Arab Emirates also reported slower browsing and difficulties with streaming and messaging apps on state-owned providers Etisalat and Du.
Kuwaiti officials confirmed that the FALCON GCX cable was also cut, compounding disruptions in the Gulf state. However, telecom operator GCX has not publicly commented. In Saudi Arabia, where the damage reportedly occurred, officials have yet to acknowledge the incident.
The SMW4 cable, an 18,800-kilometre system operational since 2005, connects France and Italy to countries across North Africa and Asia, including Egypt, Saudi Arabia, the UAE, India, Pakistan and Singapore. The project, which cost $500 million, was jointly built by France’s Alcatel Submarine Networks and Japan’s Fujitsu. The IMEWE cable, launched in 2010 at a cost of $480 million, spans more than 12,000 kilometres, linking Europe to India through the Middle East.
The Red Sea is one of the world’s most critical digital corridors, carrying around 17 per cent of global internet traffic, according to telecom research firm TeleGeography. Even localised faults can ripple across continents, impacting cloud services, banking platforms and airline systems.
Speculation over possible sabotage has heightened since Yemen’s Houthi rebels launched attacks on shipping in the Red Sea as part of their campaign to pressure Israel over the war in Gaza. While the group has previously denied targeting undersea infrastructure, concerns remain over the cables’ vulnerability.
The International Cable Protection Committee estimates there are around 1.7 million kilometres of undersea cables worldwide, with 150 to 200 incidents recorded annually. Most are caused by human activity, such as fishing or ship anchors, while the remainder are linked to natural hazards like earthquakes.
Repairing damaged cables is a complex and costly process that can take weeks. With no immediate clarity on the cause of the Red Sea cuts or a timeline for repairs, millions of users across the region may continue to face disruptions in the coming days.
Tech
Estonia’s AI Education Model Draws Attention as Europe Debates Digital Learning
As European governments weigh how to integrate artificial intelligence into classrooms and allocate funding for digital literacy, Estonia’s approach to AI education is gaining attention as a practical and structured model.
The Baltic nation’s AI Leap programme is designed not only to teach students how to use artificial intelligence tools but also to strengthen critical thinking and teacher involvement at a time when AI is becoming deeply embedded in everyday learning.
Concerns have grown across Europe that while students are increasingly comfortable using AI tools, many struggle to evaluate or question the information these systems generate. Educators and employers have raised concerns that overreliance on chatbots and automated tools could weaken analytical thinking and increase vulnerability to misinformation.
Estonia has chosen to address this challenge directly rather than attempting to limit student exposure to AI.
According to the AI Leap programme, between 64% and 90% of Estonian students were already using AI tools before the initiative began. Programme organisers argued that ignoring this reality could undermine learning and reasoning skills.
The initiative aims to train 48,000 students and 6,700 teachers over two years in a country with a population of just 1.36 million.
The programme has two primary goals: helping teachers adapt to AI-assisted education and encouraging students to develop responsible, thoughtful AI habits.
To support this effort, Estonia has introduced several key measures. Teachers participate in study circles that meet monthly to develop teaching methods and exchange experiences. A central online platform provides educational resources, videos, self-assessment tools and discussion forums.
More than 4,000 teachers are also receiving premium access to advanced AI platforms such as ChatGPT and Gemini to support lesson planning and classroom preparation.
One of the programme’s most distinctive features is a Socratic-style chatbot designed to guide students rather than provide direct answers. The chatbot encourages questioning, self-management and contextual thinking, helping students assess AI-generated information instead of accepting it automatically.
The programme also includes debate leagues, creative arts projects and student-led initiatives aimed at encouraging discussion and experimentation with AI beyond formal classroom settings.
Estonia has placed strong emphasis on management and implementation. School principals oversee local delivery, while nine regional managers coordinate activities across seven educational regions. The initiative operates through a public-private partnership, with the government providing half of the funding and private partners contributing the remainder.
Technology companies, educators and researchers are involved in designing and testing tools tailored to Estonia’s education system.
Education analysts say Estonia’s strategy highlights a broader lesson for Europe: AI literacy may depend less on limiting technology and more on teaching students how to use it thoughtfully, critically and responsibly.
Tech
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Tech
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