Official Firefox RPM Package Now Available for Fedora-Style Linux Distributions

Mozilla has taken a notable step toward improving Firefox distribution on Linux. An official Firefox RPM package is now available directly from Mozilla for Fedora-style distributions, including Fedora, RHEL-compatible systems, and related derivatives. This move gives users a new, upstream-supported option for installing and maintaining Firefox without relying solely on distro-maintained builds.

DDR5-4800 vs. DDR5-6000 Performance With The AMD Ryzen 7 9850X3D In 300+ Benchmarks

With the incredible market demand around DDR5 memory and significantly elevated pricing on the more premium DDR5 memory modules, as part of the AMD Ryzen 7 9850X3D launch there’s been some communication that thanks to 2nd Gen AMD 3D V-Cache, using lower memory speeds like DDR5-4800 can be suitable without much of an impact to the gaming performance. But what about for Linux gaming? And other workloads with the Ryzen 7 9850X3D? Complementing yesterday’s Linux review of the Ryzen 7 9850X3D are benchmarks of DDR5-4800 vs. DDR5-6000 performance with Ubuntu Linux and this new 3D V-Cache 8-core / 16-thread desktop processor.

Top Linux Gaming Distributions for 2026: Play Better on Open Source

Gaming on Linux has never been better. Thanks to advances in compatibility layers like Proton, drivers, and distro-level optimizations, Linux now supports thousands of games, from AAA titles to indie favorites, with performance that rivals Windows in many cases. As we head into 2026, certain Linux distributions have risen to the top as the most gamer-friendly, offering build-ins, drivers, and tooling that make playing on open-source systems smoother and more fun.

IO_uring Zero-Copy Large Receive Buffer Support To Provide A Nice Performance Win

Slated for introduction in the next kernel cycle (Linux 6.20~7.0) is introducing large receive buffer support for IO_uring’s zero-copy receive code path. This large receive buffer support can be very beneficial for those with higher-end networking hardware capable of handling the larger buffers for some significant performance and efficiency wins…

A proposed governance structure for openSUSE

Jeff Mahoney, who
holds a vice-president position at SUSE, has posted a detailed
proposal
for improving the governance of the openSUSE project.

It’s meant to be a way to move from governance by volume or
persistence toward governance by legitimacy, transparency, and
process – so that disagreements can be resolved fairly and the
project can keep moving forward. Introducing structure and
predictability means it easier for newcomers to the project to
participate without needing to understand decades of accumulated
history. It potentially could provide a clearer roadmap for
developers to find a place to contribute.

The stated purpose is to start a discussion; this is openSUSE, so he is
likely to succeed.

A new qualification in data science and AI for students in England?

At the end of last year, Professor Becky Francis published her long-awaited Curriculum and Assessment Review for England, accompanied by the UK government’s official response. Buried within that response — and not actually proposed in the Review itself — was a notable commitment: to “explore introducing a new Level 3 qualification* in data science and AI, to ensure that more young people can secure high-value skills for the future and that we cement the UK’s position as a global leader in AI and technology.”

Photo of a class of students at computers, in a computer science classroom.

This announcement reflects a growing global recognition that young people need more than basic digital literacy — they need a deeper understanding of data, automation, and the rapidly evolving capabilities of AI. Countries around the world, from Singapore to the United States, are already wrestling with how to embed AI education into secondary schooling. England now joins that international conversation.

Why AI education matters

AI is an everyday technology now. Young people interact with AI systems constantly, often without realising it. Whether they pursue careers in medicine, engineering, the creative industries, or public policy, they will need a foundational understanding of how AI systems work, what their limitations are, and the ethical implications around them.

A teenager learning computer science.

Yet in England — and in many education systems globally — very few students receive formal teaching about AI. The English national curriculum makes no explicit reference to AI, and specifications for exams taken at the end of high school include only scattered mentions. This gap leaves young people navigating one of the most transformative technologies of their generation with limited guidance.

Exploring a qualification: Opportunities and challenges

In 2025, we joined forces with Professor Lord Lionel Tarassenko, one of the UK’s foremost researchers in AI and machine learning, and Simon Peyton Jones, a world-renowned computer scientist and long-time champion of computing education. Together with teachers, school leaders, universities, industry specialists, and exam boards, we have been exploring how we might begin to close the emerging gap in AI and data science education for 16- to 18-year-olds.

A group of young people in a lecture hall.

Over the past eight months, this collaboration has allowed us to refine our shared thinking and gather insights from a wide network of experts and practitioners. We are delighted that England’s Department for Education has recognised the potential of this work by appointing us to draft the subject content for a possible new A level in Data Science and AI.

We are delighted that England’s Department for Education has recognised the potential of [the work we have done] by appointing us to draft the subject content for a possible new A level in Data Science and AI.

Designing a qualification of this kind raises important questions — not just for the UK, but for any country considering a similar path.

What knowledge and skills should young people gain from the qualification?

A meaningful qualification must go beyond the use of tools. It should help students understand data literacy, model behaviour, bias, ethics, and the societal implications of AI. Balancing technical understanding with critical thinking is challenging but essential.

How do we ensure the qualification is accessible and inclusive?

AI should not become the preserve of already-advantaged students. Any qualification must be designed with equity in mind, recognising differences in school capacity, teacher expertise, and students’ prior experience.

How do we support teachers to deliver the qualification?

Teacher professional development is a major challenge worldwide. Delivering a qualification in AI will require confidence with concepts that are not yet common in teacher training. Sustainable delivery models — supported by high-quality resources and professional development — will be crucial.

What form should the qualification take?

There is an active debate about whether the best route for students in England is a high-stakes qualification or a supplementary course that broadens a core programme of study:

  • An A level provides structure, national recognition, and clear progression into higher education or employment.
  • An Extended Project Qualification (EPQ) may offer more flexibility, allowing students to explore AI through research or practical investigation without requiring schools to timetable a full qualification.

Different countries will make different choices based on their systems, but the underlying questions are the same: how do we create something rigorous, scalable, and future-proof?

What we’ve learned so far

In October, the Foundation hosted a workshop with representatives from schools, industry, universities, exam boards, and the Department for Education. Together, we explored key questions including:

  1. How do we make a qualification compelling – both for students who choose it and for schools that offer it?
  2. What delivery models will genuinely support teachers to succeed?
An undergraduate student is raising his hand up during a lecture at a university.

The feedback we received has been invaluable and will continue to shape the next stage of development. We believe the UK has a significant opportunity to contribute meaningfully to the global conversation about AI education. You can read the latest version of our discussion paper here.

A global call for insights

Although the current proposal focuses on England, the underlying challenge is international: how do we prepare young people everywhere to engage thoughtfully and confidently with AI?

We would love to hear from educators, researchers, and policymakers across the world:

  • Do you know of any successful qualifications or programmes for 16- to 18-year-olds that centre AI or data science?
  • What lessons should countries learn from each other?

To share your ideas or feedback, please get in touch. We’d be delighted to learn from your experience as this important work progresses.


* Level 3 in England is the stage of learning for 16- to 19-year-olds, typically ending in qualifications that pave the way for higher study or advanced apprenticeships.

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[$] Sub-schedulers for sched_ext

The extensible scheduler class (sched_ext)
allows the installation of a custom CPU scheduler built as a set of BPF
programs. Its merging for the 6.12 kernel release moved the kernel away
from the “one scheduler fits all” approach that had been taken until then;
now any system can have its own scheduler optimized for its workloads.
Within any given machine, though, it’s still “one scheduler fits all”; only
one scheduler can be loaded for the system as a whole. The sched_ext
sub-scheduler patch series
from Tejun Heo aims to change that situation
by allowing multiple CPU schedulers to run on a single system.

Valve Developer Improves Aging AMD APUs On Linux With VRR, DP/HDMI Audio, HDR & Atomic

Timur Kristóf of Valve’s Linux graphics team last year addressed remaining issues in the open-source AMDGPU kernel graphics driver so old AMD GCN 1.0 and GCN 1.1 GPUs could transition to using AMDGPU by default rather than the former “Radeon” kernel driver that is largely in maintenance mode for pre-GCN/RDNA GPUs. One caveat though was the GCN 1.1 APU support still having some limitations leading to Kaveri and friends not being able to use the modern AMDGPU DC “Display Core” code. But new patches from Timur take care of those limitations…