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Engineering design education is an effective instructional approach for enhancing students’ motivation, interest, and creativity while introducing them to the engineering design process (EDP). However, there is limited knowledge on how to integrate the EDP into robotics education, particularly AI-robotics, and how students experience AI-enabled robotics project-based learning grounded in an EDP. This pre-/posttest embedded mixed-methods study adds to the scarce body of literature on interdisciplinary education in engineering design, robotics, and AI. This project developed, implemented, and evaluated a project-based engineering design AI-robotics curriculum that introduced novice Computer Science (CS) high school students to robotics, machine learning, and AI. Students’ collaborative robotics projects were grounded in an EDP to introduce the students to engineering practices and promote engagement and interest through design-based, hands-on learning. An analysis of quantitative and qualitative data revealed an improvement in students’ CS attitudes, collaboration, and social interactions after participating in the curriculum. Recommendations for designing AI-robotics projects grounded in an EDP are discussed. Full article

Higher education is undergoing a transition in which static multimodal resources are giving way to immersive learning environments powered by generative artificial intelligence (GenAI). This PRISMA 2020-compliant systematic review, prospectively registered in INPLASY (202610066), synthesizes evidence on immersive GenAI-based strategies in higher education, examining their reported contributions to sustainability, inclusion, and learning outcomes. Searches across Scopus, ScienceDirect, and ERIC (2022–2026) identified 1364 records; after quality appraisal using an adapted CASP instrument, 25 studies were included in a narrative and descriptive synthesis. Five strategy types emerged—VR-based simulations, virtual patient platforms, adaptive LLM tutoring systems, mixed/augmented reality environments, and 3D/metaverse configurations—with GPT-family models predominating (56%). The central finding is a structural reporting asymmetry: learning outcomes were explicitly documented in 23 studies (92%), whereas sustainability and inclusion were explicitly reported as outcome domains in only one study each (4%). Health sciences (36%) and educational technology (28%) dominated the evidence base, while Latin American, African, and most STEM contexts remained underrepresented. Immersive GenAI strategies are being evaluated for short-term instructional value, while their contribution to sustainable higher education remains underexamined. Advancing SDG 4 requires longitudinal designs, equity-oriented frameworks, and indicators capable of evaluating inclusion and durable learning gains across institutional contexts. Full article

Student dropout remains an important challenge in higher education because it affects degree completion, institutional resource efficiency, workforce preparation, and students’ long-term socioeconomic opportunities. This requires not only accurate predictions but also decision support that is both reliable and aware of uncertainty. This study posits that the amalgamation of probabilistic modeling, uncertainty quantification, and graph-based refinement can augment both predictive reliability and decision support for the early detection of dropouts. A reliability-centered predictive framework is presented, integrating Educational Competition Optimization (ECO)-based feature selection, probabilistic Support Vector Classification (SVC), isotonic regression for probability calibration, and split conformal prediction for distribution-free uncertainty quantification. In addition, a similarity-driven Graph-based Fuzzy Cellular Automata (Graph-FCA) refinement mechanism is developed, where student relationships are modeled using a k-nearest neighbor graph with radial basis function similarity. Entropy-based confidence weighting is used to control uncertainty-aware propagation. An Explainable Artificial Intelligence layer based on SHAP provides both global and local interpretability, and fairness-aware evaluation assesses consistency across demographic groups. The suggested framework maintains predictive performance while improving probabilistic reliability. The Graph-FCA refinement achieves an accuracy of 0.7503, which is close to the calibrated ECO–SVC baseline (Accuracy = 0.7537; Macro-F1 = 0.6704) and also reduces the Brier score. The conformal prediction layer achieves empirical coverage close to the desired confidence level, ensuring reliable uncertainty estimates. The ECO–SVC–Conformal–GraphFCA framework transforms traditional classification into a reliable, understandable, and uncertainty-aware early warning system, enhancing its usefulness for ethical and informed decision-making in engineering education. Full article

The rapid expansion of artificial intelligence in the educational field has configured a broad, dynamic, and constantly evolving research domain. Nevertheless, there remains a need to systematically analyze the evolution of its pedagogical approaches and to identify the conceptual dimensions that structure recent scientific production. For this purpose, a systematic literature review was conducted following the PRISMA protocol, based on searches in Web of Science and Scopus. The final corpus consisted of 235 articles, analyzed using bibliometric and semantic techniques in R, including bibliometrix, tidyverse, and ggplot2, complemented by co-occurrence maps developed with VOSviewer. The thematic classification was carried out through an inductive analysis based on clusters and emerging patterns. The results reveal a progressive transition from technocentric approaches toward more complex and integrative pedagogical perspectives. The semantic analysis made it possible to identify four structuring dimensions of the field: critical, ethical, literacy-oriented, and humanistic. Recent literature also shows a growing emphasis on teacher education, academic integrity, and cognitive coexistence between humans and intelligent systems. These findings indicate that artificial intelligence not only introduces technological innovations but is also reconfiguring the epistemological and pedagogical foundations of contemporary education, demanding conceptual frameworks capable of articulating its ethical, cognitive, and formative implications. Full article

Higher education policy on generative artificial intelligence has developed rapidly, yet much of this development remains stronger on governance, permission, disclosure, and assurance than on pedagogy. Universities increasingly move beyond blanket prohibition by distinguishing between restricted and permitted contexts, requiring acknowledgement of tool use, and introducing verification mechanisms to protect authorship and understanding. However, publicly visible institutional approaches appear less developed in providing structured, student-facing workflows that guide responsible AI engagement during assessment completion. This article, informed by a bounded qualitative document analysis, uses the term pedagogical middle layer to describe the process guidance needed between institutional permission settings and academic-integrity or misconduct procedures. Drawing on recent literature and a purposive scan of selected publicly available university policy and guidance documents, the paper argues that current public-facing models are often effective at defining boundaries but less explicit in guiding disciplined, transparent, and defensible forms of human–AI collaboration. In response, the paper presents the Structured AI-Guided Education Assessment Policy (SAGE-AP) as a theoretically grounded policy proposal for AI-assisted assessment, rather than as an empirically validated policy intervention. SAGE-AP frames assessment as a staged process in which students begin from their own understanding, engage with AI critically, document evaluative decisions, refine outputs responsibly, and defend the reasoning represented in the final submission. The paper contributes to institutional policy development by clarifying how permission settings may be complemented by pedagogical process guidance in the generative AI era. Full article

The increased use of technology-assisted distance counseling practices is one result of COVID’s impact on behavioral health, including in counselor education and the delivery of supervision. First, technology-assisted distance supervision needed for “real time” communication grew. Furthermore, there is an emergence of artificial intelligence (AI) technologies that have the potential to contribute to aspects of supervision; however, current evidence remains emerging, context-dependent, and at times mixed, warranting cautious interpretation of their effectiveness. The article offers an overview of using AI in clinical supervision, examines the benefits and potential concerns of AI from different perspectives, and considers the significance of using AI in counseling supervision. The role of AI is discussed as applied to counseling supervision including the use of AI tools, such as chatbots and reasoning AI, to detect and track sessions, note behavioral and emotional cues, aid/monitor communication and feedback, while also attending to ethical and legal consideration for its use. The article will report a range of benefits for supervisors and trainees using AI—for example, by enhancing data-driven supervision decisions, analyzing feedback trends, providing more efficient administrative monitoring, flexible/remote support, skill development, and promoting ethical decisions and self-reflection. Special attention is given to the challenges of using AI in supervision, including risks of undervaluing intuition and qualitative insights, potential for algorithms to reinforce systemic biases, risks of replacing human interaction, as well as non-compliance with HIPAA, FERPA, and ethical guidelines in data storage and privacy. The article will discuss privacy concerns, depersonalized feedback, and increased judgment-driven anxiety despite needed empathy when using AI as a tool for clinical supervision. Recommendations will also be offered for effective, ethical integration of AI in counseling supervision. Full article

This study explores the multifaceted attitudes of high school students toward the use of artificial intelligence (AI) and large language models (LLMs) like ChatGPT in educational contexts. Drawing upon a tripartite model of attitudes, our research evaluates affective, cognitive, and behavioral dimensions to offer a nuanced understanding of students’ perceptions. The affective dimension assesses emotional responses to AI tools, the cognitive dimension examines beliefs about the utility and ethical considerations of AI, and the behavioral dimension evaluates actual usage patterns of AI technologies. Utilizing a newly developed survey instrument tailored for the educational context, data was collected from 93 high school students across different regions of Italy in the period that ranged from February 2024–March 2024. Exploratory factor analysis (EFA) was employed to explore the underlying structure of the survey instrument and identify underlying factors influencing AI acceptance. The analysis reveals three distinct factors—Mindful AI Learning, Embracing AI Effects, and LLM as Learning Companion, highlighting the complexity of students’ attitudes toward AI. Results indicate a cautious but optimistic reception of AI in education, offering crucial insights into Information Intelligence for enhanced learning and the design of personalized learning pathways. The study contributes to the literature by offering a novel scale to measure attitudes toward artificial intelligence, specifically focusing on both general AI and Generative AI large language models, such as ChatGPT. Moreover, it highlights the critical need for AI literacy, ethical digital learning frameworks, and robust institutional policies to bridge the digital divide. Consequently, this work is framed as a preliminary exploratory investigation. Ultimately, these findings advance our knowledge of transformative digital learning processes and inform future strategies for human–machine integration in educational systems. Full article

The integration of Artificial Intelligence (AI) into smart classrooms (SCs) has accelerated in recent years, fostering new forms of interaction, personalization, and data-driven educational decision-making. Despite this growing interest, the literature remains conceptually fragmented, particularly regarding how AI is integrated across the technological, pedagogical, and environmental dimensions of SCs. This systematic literature review aims to provide a structured synthesis of how AI is integrated into SC contexts, their main functions, their relation to these three dimensions, and the teacher’s role in the system. Following PRISMA guidelines, peer-reviewed studies published between 2021 and 2026 were selected from Web of Science and Scopus, yielding a final corpus of 29 studies. The findings showed that AI integration is mostly concentrated in the technological dimension. The pedagogical dimension is linked to personalization, active learning, formative assessment, and instructional adaptation, while the environmental dimension is less developed. Teachers remain central actors who integrate technological tools, interpret the generated data, and mediate pedagogical decisions. Overall, AI-supported SCs are not only defined by technology but also by pedagogical use and teacher mediation. Full article

Higher education increasingly addresses topics that are complex, interdisciplinary, and context-dependent, creating challenges for traditional lecture-based instruction. This study explores the potential of AI-assisted interactive storytelling as a pedagogical approach for such learning contexts, using healthy buildings as an instructional case relevant to architecture, engineering, and construction (AEC) education. Grounded in constructivist learning theory, a set of interactive stories was developed using generative AI and implemented in Twine to create a decision-based learning experience. The intervention was tested in a class using a pretest–posttest design along with a student perception survey. The results showed a significant improvement in knowledge following the intervention. Student feedback was also positive across all measured dimensions, including perceived learning, cognitive engagement, emotional engagement, motivation to learn, and comparison with traditional lectures. These findings suggest that interactive storytelling can support both learning and engagement when teaching complex, multidimensional topics. This study further indicates that generative AI can serve as a practical development partner by reducing the time and technical effort required to create interactive educational materials. Overall, this paper contributes to higher education research by positioning and demonstrating AI-assisted interactive storytelling as a promising instructional approach for complex learning areas. Full article

Background: Cardiac point-of-care ultrasound (POCUS) is widely used in emergency and acute care settings. Still, broader use remains limited by operator dependence and variability in image acquisition and interpretation. Artificial intelligence (AI), including machine learning and deep learning methods, has been applied to cardiac POCUS to support image acquisition, automate quantitative measurements, and assist interpretation. Methods: We performed a narrative review of current applications of AI-assisted cardiac POCUS. A targeted literature search of PubMed and Google Scholar from 2018 to 2026 was conducted using terms related to AI, machine learning, deep learning, and cardiac ultrasound. Studies evaluating AI-assisted cardiac ultrasound in clinical, educational, or image-acquisition settings were included, with emphasis on recent, clinically relevant applications. Results: The most developed application of AI-assisted cardiac POCUS is an automated assessment of left ventricular systolic function, particularly the left ventricular ejection fraction (LVEF), where multiple studies report agreement with expert interpretation or formal echocardiography and improved performance among novice users. AI-assisted tools have also been evaluated for pericardial effusion detection, guidance for image acquisition, and education. More complex applications, including diastolic function assessment and hemodynamic measurements such as LVOT-VTI, remain less well validated and more dependent on image quality. Across studies, performance is closely linked to image acquisition quality and has often been evaluated under controlled rather than real-world conditions. Conclusions: Current evidence supports AI-assisted cardiac POCUS primarily as a decision-support tool, with the strongest data for automated assessment of LVEF. Other applications remain investigational. Full article

Artificial intelligence (AI) is transforming higher education, although most research addresses its integration in terms of frequency of use or technological acceptance, without examining how it translates into specific curricular and instructional decisions. That is why this study has a dual aim: to develop and validate the AI Instructional Design Questionnaire for Critical Thinking (AID-CTQ) and to analyze how university faculty integrate AI into instructional design practices in higher education. The sample included 144 faculty members from a university in Madrid, selected by convenience. Exploratory and confirmatory factor analyses of the questionnaire supported a three-factor structure: Activity Design (F1), Critical Thinking Assessment (F2), and Self-Regulation and Reflection (F3). The final 12-item model shows good model fit (CFI = 0.98, TLI = 0.98, RMSEA = 0.05, SRMR = 0.05) and adequate overall reliability (α = 0.86). At the item level, responses related to assessment and reflective practices showed consistently high agreement, whereas items linked to activity design displayed greater variability. Faculty members with more than 10 years of experience obtained significantly higher scores, indicating that the educational value of AI depends less on the tools used and more on the quality of instructional decisions. Reported use of AI was high, with ChatGPT and Copilot being the most frequently used tools. Overall, the findings indicate that the integration of AI in higher education is evolving from predominantly instrumental uses toward more pedagogical and curriculum-oriented forms of implementation. Accordingly, the educational value of AI lies less in the tool itself than in the quality of the instructional decisions through which it is meaningfully embedded in the curriculum. Full article

Over the past decade, developments in artificial intelligence (AI) have sparked a new wave of debate and research across nearly all areas of life, including education. In English as a Foreign Language (EFL) education, AI-based technologies are also widely adopted to support learners and instructors. This trend has led to numerous studies focused on understanding AI’s role in identifying potential opportunities and challenges. This study offers a systematic review of relevant research, highlighting the benefits and obstacles of AI use in the Saudi EFL context. About 60 peer-reviewed articles were selected following PRISMA guidelines. The findings reveal multiple opportunities for AI integration in Saudi Arabia, such as improved language skills, personalized learning experiences, increased self-regulated learning, boosted motivation and confidence among learners, expanded learning opportunities, and support for pedagogy and institutional performance. Major challenges include biased and inaccurate data, students’ overdependence on technology, ethical concerns, and a lack of technological skills among users. The study also suggests future directions, including localizing AI tools, conducting long-term impact studies, providing faculty and student training, and establishing ethical guidelines within institutions. Full article

Higher-education institutions increasingly use AI-enabled chatbots, personalised communication, recommendation systems, and predictive information services in academic marketing. Adoption of these systems depends not only on technical availability, but also on institutional trust, emotional engagement, and skepticism regarding the reliability, transparency, and autonomy implications of AI. This study examines the Trust-Tech Nexus framework using stakeholder survey data collected at MIT Art, Design and Technology University, Pune, India (N = 300). The analysis combines psychometric validation, WLSMV confirmatory factor analysis for ordered indicators, and cross-validated predictive modelling. Four three-item constructs were measured with five-point Likert indicators, as follows: AI Adoption, Institutional Trust, Emotional Engagement, and AI Skepticism. Reliability and convergent validity were acceptable, and the WLSMV CFA showed strong practical fit (CFI = 0.991, TLI = 0.988, RMSEA = 0.040, SRMR = 0.039). Discriminant validity was supported by HTMT and Fornell–Larcker evidence, while Harman’s single-factor result was treated only as an initial diagnostic. Construct-only ridge regression produced positive out-of-sample predictive evidence (CV R-squared = 0.352; RMSE = 0.642; MAE = 0.501). Exploratory classification results were moderate and are interpreted only as supplementary segmentation evidence because the binary targets were derived from the AI Adoption composite. The study supports a validated four-construct measurement structure and moderate predictive association in one institutional context, while avoiding causal claims. Full article

Endometrial cancer is the most common gynecologic malignancy in developed countries and remains challenging in terms of risk stratification, treatment monitoring, and early detection of recurrence. Liquid biopsy provides a minimally invasive approach for the dynamic assessment of tumor-derived biomarkers and may complement tissue-based diagnosis and molecular classification. This narrative review summarizes current evidence on circulating biomarkers in endometrial cancer, including circulating tumor DNA (ctDNA), circulating tumor cells (CTCs), extracellular vesicles (EVs), circulating microRNAs, and tumor-educated platelets, with attention to validity, applicability, and implementation barriers. Among these biomarkers, ctDNA currently has the strongest evidence base, especially for longitudinal monitoring, prognostic stratification, molecular residual disease assessment, and early detection of relapse in high-risk or recurrent disease. However, its sensitivity remains limited in early-stage, low-volume, and low-shedding tumors. CTCs, EVs, microRNAs, and platelet-derived signatures are promising but still largely investigational. Artificial intelligence may support multimodal biomarker validation, although clinical adoption will require external validation, locked algorithms, standardized workflows, and prospective utility trials. Overall, liquid biopsy represents a promising adjunct to tissue-based diagnosis and molecular classification in endometrial cancer, particularly for monitoring and follow-up. Prospective studies are now needed to demonstrate whether liquid-biopsy-informed decisions can improve outcomes or safely reduce overtreatment. Full article