Oxford computer scientist and artificial intelligence researcher Michael Wooldridge says the rapid expansion of artificial intelligence is being shaped less by scientific inevitability than by competitive pressures among a small group of technology companies racing to avoid falling behind rivals.

In an interview discussing his latest book, Life Lessons from Game Theory: The Art of Thinking Strategically in a Complex World, Wooldridge argued that many of the current tensions surrounding artificial intelligence can be understood through the framework of game theory, particularly scenarios in which competitors continue escalating despite recognizing collective risks.

Wooldridge, a professor at the University of Oxford and one of Britain’s most prominent public communicators on artificial intelligence, said the industry increasingly resembles a strategic trap in which companies continue investing heavily in advanced systems because they believe competitors would gain advantage if they slowed development.

“We’ve got a small number of very wealthy companies that are busy pursuing AI, while at the same time saying that they are afraid that something’s going to go horribly wrong with it,” Wooldridge said. “So why are they busy pursuing it? Because they think if we back down and we don’t pursue it, somebody else will.

”The comments come amid intensifying global competition over artificial intelligence infrastructure, computing capacity and access to data. Major technology firms including OpenAI and Google DeepMind have expanded investments in large-scale machine learning systems, while governments in the United States, Europe and China are increasingly treating AI as a strategic industry tied to economic growth and national security.

Wooldridge said many of the core technologies underpinning today’s AI systems are not recent discoveries. He noted that key neural network techniques central to modern machine learning were developed by the mid-1980s, but computing power and data limitations prevented their wider deployment at the time.

“The only obstacle standing in the way of the AI revolution in the 1980s, really, was that computers weren’t powerful enough and we didn’t have enough data,” he said.He described the emergence of GPT-3 in 2020 as a turning point driven largely by scale rather than a fundamentally new scientific breakthrough.

According to Wooldridge, many researchers initially doubted whether simply expanding computational power and training data would substantially improve performance. He said the success of that approach surprised a significant portion of the research community.

OpenAI’s development strategy demonstrated that scaling existing methods could generate major commercial results, he said, although he cautioned against interpreting those advances as evidence that artificial general intelligence, or AGI, is imminent.Executives including Sam Altman and Demis Hassabis have publicly discussed the possibility of achieving human-level general intelligence within years. Wooldridge said those forecasts remain overly optimistic.

He argued that current systems still struggle with tasks requiring physical reasoning and adaptation in unfamiliar environments. While advanced chat systems can process complex linguistic queries, he said they remain unable to reliably perform many basic real-world activities that humans execute routinely.

“You can talk to ChatGPT about quantum mechanics in Latin,” Wooldridge said, “but at the same time, we don’t have AI that could come into your house, that it had never seen before, locate the kitchen and clear the dinner table.”Wooldridge said data availability may become one of the industry’s most significant constraints.

He noted that large language models already consume enormous quantities of text and digital material, creating pressure to secure new sources of information for future training cycles.“The whole of Wikipedia made up just 3% of GPT-3’s training data,” he said. “Where do you get 10 times more data from next time around?”That search for data, he argued, could reshape relationships between governments, corporations and individuals.

Wooldridge pointed to healthcare systems, wearable devices and online content creators as examples of potentially valuable data sources for future AI development.“The NHS is sitting on a huge amount of data about human beings,” he said. “That’s the most valuable kind of data imaginable.”He warned that commercial pressure to obtain increasingly detailed behavioral information could create incentives for broader surveillance and monitoring.

Wooldridge suggested future generations of online influencers may routinely agree to extensive data collection arrangements in exchange for visibility and commercial opportunity.The professor’s latest work focuses primarily on game theory, which he defines as the study of interactions between self-interested actors.

He said many geopolitical disputes, commercial rivalries and social conflicts can be interpreted through a relatively small number of strategic models.One recurring example in his analysis is the “game of chicken,” in which opposing sides continue escalating until one party backs down or both suffer severe consequences.

Wooldridge compared the framework to current tensions involving the United States and Iran, describing unpredictability as a recognized strategic tactic within game theory.“You’ve got two sides with ever-escalating threats against each other,” he said. “Somebody’s got to back down at some point.

”Wooldridge added that highly unpredictable behavior can complicate strategic decision-making because opponents struggle to assess likely responses and risks. Under such conditions, he said, game theory often encourages actors to prepare for worst-case outcomes.He also criticized what he described as a growing “zero-sum” political mindset in parts of modern public discourse.

In game theory, he said, zero-sum situations are not merely competitions where one side wins and another loses, but systems where actors are incentivized to maximize damage to opponents.“This zero-sum mentality is very damaging,” Wooldridge said.

“One of the important lessons from game theory is that, actually, the majority of interactions that we’re in are not zero-sum.”He linked that framework to populist political narratives that portray economic or social gains by one group as direct losses for another. As an alternative, Wooldridge highlighted the “Veil of Ignorance,” a philosophical model developed by political philosopher John Rawls in 1971.

The thought experiment asks individuals to design a society without knowing which position they themselves would ultimately occupy within it.Wooldridge said the model creates incentives for fairer social systems because participants must account for the possibility of ending up disadvantaged. He noted that former U.S. presidents Bill Clinton and Barack Obama had both expressed interest in Rawls’ ideas.

Despite concerns surrounding AI development, Wooldridge said he remains optimistic about technology and scientific inquiry. Growing up in rural Herefordshire, he taught himself programming after repeatedly visiting a local electronics shop that displayed a TRS-80 computer in its storefront during the early 1980s.

He later completed a doctorate in artificial intelligence and went on to publish more than 500 scientific papers and multiple books, while also presenting public lectures on the social implications of AI.

Asked whether students should avoid fields vulnerable to automation, Wooldridge rejected the idea that education should be driven solely by labor market forecasts.

“I didn’t get into computing because I thought it was going to give me a good job,” he said. “I got into it because I was just really interested in it.”

Winning a place at University of Oxford prompted Charlotte Staniforth to reassess her identity and relationship with the Welsh language, highlighting a broader trend among young professionals rediscovering linguistic heritage.

Staniforth, 28, said her time at Oxford heightened her awareness of being Welsh, particularly as one of only two Welsh students in her college. “People would ask if I spoke Welsh, and I’d have to say no,” she said, describing a growing sense that she had missed an important cultural connection.

After graduating, Staniforth returned to Cardiff shortly before the outbreak of COVID-19 and began learning Welsh through online classes. Her progress led to recognition as a finalist at the National Eisteddfod of Wales in 2024, and she now teaches the language to other adults.

“I found the classes for adults an amazing experience,” she said. “I made such good friends, I learned about Welsh culture, I discovered new bands and books, a new world. I wanted to give back.”Her experience reflects a wider increase in adult engagement with the language.

New data from Y Canolfan Dysgu Cymraeg Genedlaethol shows the number of adult learners has risen by 12% over the past year, surpassing 20,000 for the first time.The growth comes amid ongoing concerns about the long-term vitality of Welsh.

A recent report from the Welsh language commissioner found that while the number of speakers has remained broadly stable over decades, it has not kept pace with population growth, increasing the language’s vulnerability. Commissioner Efa Gruffudd Jones has previously said that “bold and transformative” action will be required to meet the Welsh government’s target of reaching one million speakers by 2050.

Dona Lewis, chief executive of Dysgu Cymraeg, said the organisation had seen sustained demand since its establishment in 2016. “We are really pleased with the numbers; the statistics show consistent growth,” she said, adding that the programme has a significant role to play in supporting the language’s future.

Participation has increased steadily, with enrolment up 61% since the 2017-18 academic year. Workplace-based learning has been a key driver, accounting for nearly 40% of participants, particularly within public sector institutions such as the National Health Service and police forces.Younger learners are also contributing to the rise.

The number of participants aged 16 to 24 increased by 56% in the 2024-25 academic year compared with the previous year. The share of learners identifying as coming from diverse ethnic backgrounds has also grown modestly, reaching 5%.For some, the resurgence reflects a broader cultural shift.

Scott Gutteridge, a 29-year-old actor based in London who grew up in Llanelli, said interest in the language appeared to be strengthening. “It’s a fantastic time to start learning Welsh because there are so many resources available,” he said.

“It seems like a fire that’s burning again.”Gutteridge’s interest in Welsh developed while working on a bilingual production of Romeo and Juliet by Theatr Cymru.

He began studying in the evenings and applying his learning in professional settings. While he noted challenges with regional dialects, he said learners are generally encouraged to experiment and engage.“Sometimes it was difficult with dialects, but you just start somewhere,” he said.

“People are so happy you’re trying and giving it a go.”Both Gutteridge and Staniforth said adult learning environments offered a more engaging experience than compulsory Welsh lessons in school.

Gutteridge described a residential course at Nant Gwrtheyrn, a Welsh language heritage centre, as “magical,” highlighting the role of immersive environments in sustaining learner motivation.The demographic profile of learners is also expanding.

According to Staniforth, participants increasingly include individuals from outside Wales, including people from England and Scotland with family connections to Welsh-medium education, as well as learners from eastern Europe, Asia, and further afield joining online courses from countries such as the United States and Australia.

Despite the upward trend, challenges remain. Staniforth pointed to what she described as a structural gap between school-based and adult language learning. “Considerably more kids go to English than Welsh school, and there’s not enough focus on them,” she said, noting that early exposure and sustained engagement are critical to language retention.

She also emphasised the importance of motivation and community in language learning. “If you learn a language you have to want to do it,” she said.

“Learning Welsh has to be enjoyable, because finding and creating a community, that’s what keeps the language alive.”

The university group, which comprised several students majoring in international relations, political science, and international security, was welcomed by Prince Khalid at the embassy in the nation’s capital, London.

The envoy discussed the Kingdom’s Vision 2030, its economic objectives, and its ambitions for diversification by luring foreign investment during the meeting.

He also discussed topics of regional and international importance to the Kingdom, as well as the education sector and its growth over the past fifty years.

Prince Khalid tweeted that it was enjoyable to hear the students’ inquiries about the Kingdom and the surrounding area.