Search Results (59)

Background: Artificial intelligence (AI), the overarching field that includes machine learning (ML) and its subfield deep learning (DL), is rapidly transforming clinical research by enabling the analysis of high-dimensional data and automating the output of diagnostic and prognostic tests. As clinical trials become increasingly complex and costly, ML-based approaches (especially DL for image and signal data) offer promising solutions, although they require new approaches in clinical education. Objective: Explore current and emerging AI applications in oncology and cardiology, highlight real-world use cases, and discuss the challenges and future directions for responsible AI adoption. Methods: This narrative review summarizes various aspects of AI technology in clinical research, exploring its promise, use cases, and its limitations. The review was based on a literature search in PubMed covering publications from 2019 to 2025. Search terms included “artificial intelligence”, “machine learning”, “deep learning”, “oncology”, “cardiology”, “digital twin”. and “AI-ECG”. Preference was given to studies presenting validated or clinically applicable AI tools, while non-English articles, conference abstracts, and gray literature were excluded. Results: AI demonstrates significant potential in improving diagnostic accuracy, facilitating biomarker discovery, and detecting disease at an early stage. In clinical trials, AI improves patient stratification, site selection, and virtual simulations via digital twins. However, there are still challenges in harmonizing data, validating models, cross-disciplinary training, ensuring fairness, explainability, as well as the robustness of gold standards to which AI models are built. Conclusions: The integration of AI in clinical research can enhance efficiency, reduce costs, and facilitate clinical research as well as lead the way towards personalized medicine. Realizing this potential requires robust validation frameworks, transparent model interpretability, and collaborative efforts among clinicians, data scientists, and regulators. Interoperable data systems and cross-disciplinary education will be critical to enabling the integration of scalable, ethical, and trustworthy AI into healthcare. Full article

Addressing Artificial Intelligence (AI) faculty deficiencies in higher education, this paper develops the AI+ Dual-qualified Teacher Capability Ecology Model (AI-DTCEM) based on Capability Ecology Theory. The model is developed after a thorough analysis of the current state of new engineering talent cultivation in universities and the innovative practical abilities required in the AI+ environment. This paper proposes an implementation framework characterized by “three-dimensional collaboration, four-tier progression, and five-element drive.” Additionally, it uses the collaborative education project involving Hangzhou Normal University, Zhejiang University, and Hangzhou Ruishu Technology Co., Ltd. as a backdrop to introduce a deep collaborative education model, showcasing the theoretical and practical achievements of this project. Using NetLogo as the simulation platform, this paper designs a 96-month system dynamics experiment to compare and analyze the outcomes of four scenarios: the baseline experiment, the AI-enhanced experiment, the policy-driven experiment, and the comprehensive optimization experiment. This study reveals the following findings: (1) Policy-driven initiatives are crucial for the successful construction of dual-qualified teacher teams, with the policy-driven scenario achieving the highest overall skill level (9.332). (2) The application of AI technology significantly enhances teacher skill development, resulting in AI skill improvements ranging from 116.6% to 163.4%. (3) The comprehensive optimization scenario (utilizing a collaborative mechanism) achieves systemic advantages, realizing a 100% dual-qualified teacher ratio. However, this comes with diminishing marginal returns on investment. This research provides a theoretical foundation, quantitative analysis, and practical pathways for developing dual-qualified teacher teams in the AI+ era. Full article

As AI systems become more integrated into society, the relationship between humans and AI is shifting from simple automation to co-creative collaboration. This evolution is particularly important in education, where human intuition and imagination can combine with AI’s computational power to enable innovative forms of learning and teaching. This study is grounded in the #ppAI6 model, a framework that describes six levels of creative engagement with AI in educational contexts, ranging from passive consumption to active, participatory co-creation of knowledge. The model highlights progression from initial interactions with AI tools to transformative educational experiences that involve deep collaboration between humans and AI. In this study, we explore how educators and learners can engage in deeper, more transformative interactions with AI technologies. The #ppAI6 model categorizes these levels of engagement as follows: level 1 involves passive consumption of AI-generated content, while level 6 represents expansive, participatory co-creation of knowledge. This model provides a lens through which we investigate how educational tools and practices can move beyond basic interactions to foster higher-order creativity. We conducted a systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for reporting the levels of creative engagement with AI tools in education. This review synthesizes existing literature on various levels of engagement, such as interactive consumption through Intelligent Tutoring Systems (ITS), and shifts focus to the exploration and design of higher-order forms of creative engagement. The findings highlight varied levels of engagement across both learners and educators. For learners, a total of four studies were found at level 2 (interactive consumption). Two studies were found that looked at level 3 (individual content creation). Four studies focused on collaborative content creation at level 4. No studies were observed at level 5, and only one study was found at level 6. These findings show a lack of development in AI tools for more creative involvement. For teachers, AI tools mainly support levels two and three, facilitating personalized content creation and performance analysis with limited examples of higher-level creative engagement and indicating areas for improvement in supportive collaborative teaching practices. The review found that two studies focused on level 2 (interactive consumption) for teachers. In addition, four studies were identified at level 3 (individual content creation). Only one study was found at level 5 (participatory co-creation), and no studies were found at level 6. In practical terms, the review suggests that educators need professional development focused on building AI literacy, enabling them to recognize and leverage the different levels of creative engagement that AI tools offer. Full article

The deployment of large language models (LLMs) in academic paper evaluation is increasingly widespread, yet their trustworthiness remains debated; to expose fundamental flaws often masked under conventional testing, this study employed extreme-scenario testing to systematically probe the lower performance boundaries of LLMs in assessing the scientific validity and logical coherence of papers from the humanities and social sciences (HSS). Through a highly credible quasi-experiment, 40 high-quality Chinese papers from philosophy, sociology, education, and psychology were selected, for which domain experts created versions with implanted “scientific flaws” and “logical flaws”. Three representative LLMs (GPT-4, DeepSeek, and Doubao) were evaluated against a baseline of 24 doctoral candidates, following a protocol progressing from ‘broad’ to ‘targeted’ prompts. Key findings reveal poor evaluation consistency, with significantly low intra-rater and inter-rater reliability for the LLMs, and limited flaw detection capability, as all models failed to distinguish between original and flawed papers under broad prompts, unlike human evaluators; although targeted prompts improved detection, LLM performance remained substantially inferior, particularly in tasks requiring deep empirical insight and logical reasoning. The study proposes that LLMs operate on a fundamentally different “task decomposition-semantic understanding” mechanism, relying on limited text extraction and shallow semantic comparison rather than the human process of “worldscape reconstruction → meaning construction and critique”, resulting in a critical inability to assess argumentative plausibility and logical coherence. It concludes that current LLMs possess fundamental limitations in evaluations requiring depth and critical thinking, are not reliable independent evaluators, and that over-trusting them carries substantial risks, necessitating rational human-AI collaborative frameworks, enhanced model adaptation through downstream alignment techniques like prompt engineering and fine-tuning, and improvements in general capabilities such as logical reasoning. Full article

Open Educational Resources (OER) are increasingly recognized as key tools for promoting quality, inclusive, and equitable education. Their ease of access and the possibility of free adaptation to different contexts contribute to continuous improvement in teaching and learning. Drawing on data collected from teachers and students, this study looks at teachers’ perceptions of OER, how they influence collaboration and educational practices, and the impact of OER on students’ learning and motivation. The findings reveal both enabling and constraining factors and highlight how OER foster teacher collaboration and self-reflection on pedagogical practices. Moreover, the use of OER is associated with active and constructive teaching approaches, positively influencing student engagement. These results are triangulated with data from Likert-scale responses, indicating that students who engage with OER demonstrate significantly higher levels of motivation and deep learning compared to those who do not. Based on these findings, the study recommends implementing strategies to encourage broader integration of OER in classroom settings, alongside ongoing professional development to address existing barriers. In this context, institutional support and community-building initiatives emerge as critical levers to scale the adoption of OER. Finally, the importance of further investigation is emphasized to explore long-term impacts on teaching practices and student outcomes across diverse educational settings Full article

Traditional lecture-based teaching often struggles to foster student engagement, active participation, and deep learning in large-class general education courses. As class sizes grow, students may become passive learners, limiting their ability to develop essential skills such as self-directed learning and teamwork. Innovative instructional strategies are needed to address these challenges and create a more interactive, student-centered learning environment. Team-Based Learning (TBL) has emerged as a practical pedagogical approach that promotes collaboration, critical thinking, and student accountability. This study investigates the influence of TBL on Self-Directed Learning (SDL) and Team Dynamics (TD) through a quasi-experimental design. One class was classified as the experimental group (TBL), while the other was classified as the control group (traditional lecture-based teaching). Data were analyzed using independent-samples one-way ANCOVA and the Johnson–Neyman method to examine the impacts of TBL on SDL and TD. The results indicate that the experimental group adopting TBL outperformed the control group in both SDL and TD. The ANCOVA results revealed that TBL had a significant positive impact on the self-monitoring factor of SDL after controlling for pre-test scores. Furthermore, the Johnson–Neyman analysis demonstrated that the effect of TBL varied across different pre-test levels, suggesting that the influence of TBL on SDL and TD was more pronounced under certain conditions. Overall, this study supports the effectiveness of TBL as a pedagogical strategy in large-class general education courses, highlighting its potential to enhance students’ SDL and TD. These findings provide valuable insights for future teaching practices and curriculum design, emphasizing the need for more interactive, student-centered learning approaches in higher education. Full article

This work presents the development of a web system using deep learning (DL) neural networks to solve the inverse kinematics problem of the Quetzal robotic arm, designed for academic and research purposes. Two architectures, LSTM and CNN, were designed, trained, and evaluated using data generated through the Denavit–Hartenberg (D-H) model, considering the robot’s workspace. The evaluation employed the mean squared error (MSE) as the loss metric and mean absolute error (MAE) and accuracy as performance metrics. The CNN model, featuring four convolutional layers and an input of 4 timesteps, achieved the best overall performance (95.9% accuracy, MSE of 0.003, and MAE of 0.040), significantly outperforming the LSTM model in training time. A hybrid web application was implemented, allowing offline training and real-time online inference under one second via an interactive interface developed with Streamlit 1.16. The solution integrates tools such as TensorFlow™ 2.15, Python 3.10, and Anaconda Distribution 2023.03-1, ensuring portability to fog or cloud computing environments. The proposed system stands out for its fast response times (1 s), low computational cost, and high scalability to collaborative robotics environments. It is a viable alternative for applications in educational or research settings, particularly in projects focused on industrial automation. Full article

This case study examines the integration of artificial intelligence (AI) into undergraduate architectural education through a 2024–25 core studio teaching experiment at Zhejiang University. A dual-module framework was implemented, comprising a 20 h AI skills training module and in-class ethics discussions, without altering the existing studio structure. The AI skills module introduced deep learning models, LLMs, AIGC image models, LoRA fine-tuning, and ComfyUI, supported by a dedicated technical instructor. Student feedback indicated phase-dependent and tool-sensitive engagement, and students expressed a preference for embedded ethical discussion within the design studio rather than separate formal instruction. The experiment demonstrated that modular AI education is both scalable and practical, highlighting the importance of phase-sensitive guidance, balanced technical and ethical framing, and institutional support such as cloud platforms and research-based AI tools. The integration enhanced students’ digital adaptability and strategic thinking while prompting reflection on issues such as authorship, algorithmic bias, and accountability in human–AI collaboration. These findings offer a replicable model for AI-integrated design pedagogy that balances technical training with critical awareness. Full article

Artificial intelligence (AI) is revolutionarily shaping the entire landscape of medicine and particularly the privileged field of radiology, since it produces a significant amount of data, namely, images. Currently, AI implementation in radiology is continuously increasing, from automating image analysis to enhancing workflow management, and specifically, pediatric neuroradiology is emerging as an expanding frontier. Pediatric neuroradiology presents unique opportunities and challenges since neonates’ and small children’s brains are continuously developing, with age-specific changes in terms of anatomy, physiology, and disease presentation. By enhancing diagnostic accuracy, reducing reporting times, and enabling earlier intervention, AI has the potential to significantly impact clinical practice and patients’ quality of life and outcomes. For instance, AI reduces MRI and CT scanner time by employing advanced deep learning (DL) algorithms to accelerate image acquisition through compressed sensing and undersampling, and to enhance image reconstruction by denoising and super-resolving low-quality datasets, thereby producing diagnostic-quality images with significantly fewer data points and in a shorter timeframe. Furthermore, as healthcare systems become increasingly burdened by rising demands and limited radiology workforce capacity, AI offers a practical solution to support clinical decision-making, particularly in institutions where pediatric neuroradiology is limited. For example, the MELD (Multicenter Epilepsy Lesion Detection) algorithm is specifically designed to help radiologists find focal cortical dysplasias (FCDs), which are a common cause of drug-resistant epilepsy. It works by analyzing a patient’s MRI scan and comparing a wide range of features—such as cortical thickness and folding patterns—to a large database of scans from both healthy individuals and epilepsy patients. By identifying subtle deviations from normal brain anatomy, the MELD graph algorithm can highlight potential lesions that are often missed by the human eye, which is a critical step in identifying patients who could benefit from life-changing epilepsy surgery. On the other hand, the integration of AI into pediatric neuroradiology faces technical and ethical challenges, such as data scarcity and ethical and legal restrictions on pediatric data sharing, that complicate the development of robust and generalizable AI models. Moreover, many radiologists remain sceptical of AI’s interpretability and reliability, and there are also important medico-legal questions around responsibility and liability when AI systems are involved in clinical decision-making. Future promising perspectives to overcome these concerns are represented by federated learning and collaborative research and AI development, which require technological innovation and multidisciplinary collaboration between neuroradiologists, data scientists, ethicists, and pediatricians. The paper aims to address: (1) current applications of AI in pediatric neuroradiology; (2) current challenges and ethical considerations related to AI implementation in pediatric neuroradiology; and (3) future opportunities in the clinical and educational pediatric neuroradiology field. AI in pediatric neuroradiology is not meant to replace neuroradiologists, but to amplify human intellect and extend our capacity to diagnose, prognosticate, and treat with unprecedented precision and speed. Full article

It is well-established that principal leadership significantly influences student learning in developed countries, yet much less is known about how leadership practices manifest in complex systems like China’s, where rapid modernization intersects with deep-rooted educational traditions. In particular, Chinese principals face multiple challenges in balancing the implementation of educational reform policies, high parental expectations, and their own educational ideology, all within limited resources. The current study examines these challenges in Shenzhen, a city which typically manifests them through its rapid development. Specifically, we took a phenomenographic approach and interviewed the principals and staff from five prestigious primary schools to extract the key components behind the diverse school leaders’ styles and practices. Results showed that, the Chinese leadership practice model consists of five key components: mission setting, infrastructure reconstruction, teacher development, learning improvement, and educators’ networking. Although the first four components in this model align with established theories in developed countries, networking was identified as a distinctive and critical element for securing resources and fostering collaboration. These findings may broaden the scope of leadership theories and underscore the need to contextualize leadership practices based on local challenges and dynamics. It also offers practical insights for school leaders on navigating challenges to improve teacher and student outcomes. Full article

This study, based on engineering education accreditation standards, addresses the supply–demand imbalance in China’s cybersecurity talent cultivation by constructing a sustainable “education-industry-society” collaborative model. Through case studies at Huaihua University and other institutions, employing methods such as literature analysis, field research, and empirical investigation, we systematically explore reform pathways for an innovative cybersecurity talent development system. The research proposes a “three-platform, four-module” practical teaching framework, where the coordinated operation of the basic skills training platform, comprehensive ability development platform, and innovation enhancement platform significantly improves students’ engineering competencies (practical courses account for 41.6% of the curriculum). Findings demonstrate that eight industry-academia practice bases established through deep collaboration effectively align teaching content with industry needs, substantially enhancing students’ innovative and practical abilities (172 national awards, 649 provincial awards). Additionally, the multi-dimensional evaluation mechanism developed in this study enables a comprehensive assessment of students’ professional skills, practical capabilities, and innovative thinking. These reforms have increased the employment rate of cybersecurity graduates to over 90%, providing a replicable solution to China’s talent shortage. The research outcomes offer valuable insights for discipline development under engineering education accreditation and contribute to implementing sustainable development concepts in higher education. Full article

This study explores graduate students’ perceptions of and experiences with digital governance in higher education, using data from semi-structured interviews with thirty participants. A qualitative research design guided the investigation, addressing six research questions related to the definition, roles, effectiveness, required skills, challenges, and opportunities of digital governance. The findings reveal varying levels of familiarity with digital governance, often linked to concepts of e-government and efficient decision-making. However, many participants lacked a deep understanding of the term. Key roles of digital governance identified include improved data management, enhanced transparency, and increased inclusivity in decision-making processes. The study also highlights significant challenges, such as inadequate infrastructure, inconsistent implementation, and a lack of formal training in digital governance. Despite these barriers, digital governance offers practical benefits, including streamlined administrative processes, better accessibility, and improved research outcomes. Participants emphasized the importance of digital skills education but noted that weak infrastructure and limited curricular integration hinder skill development. Opportunities identified include greater efficiency, expanded access to education, and better support for marginalized groups. The study concludes with recommendations for a holistic approach, combining education reform, infrastructure improvement, and stakeholder collaboration to optimize the benefits of digital governance in higher education. These insights provide valuable guidance for policymakers and educators seeking to enhance digital governance in academic institutions. Full article

Multimodal learning analytics (MMLA) has become a prominent approach for capturing the complexity of learning by integrating diverse data sources such as video, audio, physiological signals, and digital interactions. This comprehensive review synthesises findings from 177 peer-reviewed studies to examine the foundations, methodologies, tools, and applications of MMLA in education. It provides a detailed analysis of data collection modalities, feature extraction pipelines, modelling techniques—including machine learning, deep learning, and fusion strategies—and software frameworks used across various educational settings. Applications are categorised by pedagogical goals, including engagement monitoring, collaborative learning, simulation-based environments, and inclusive education. The review identifies key challenges, such as data synchronisation, model interpretability, ethical concerns, and scalability barriers. It concludes by outlining future research directions, with emphasis on real-world deployment, longitudinal studies, explainable artificial intelligence, emerging modalities, and cross-cultural validation. This work aims to consolidate current knowledge, address gaps in practice, and offer practical guidance for researchers and practitioners advancing multimodal approaches in education. Full article

Background/Objectives: The increasing application of artificial intelligence (AI) and machine learning (ML) in health and medicine has attracted a great deal of research interest in recent decades. This study aims to provide a global and historical picture of research concerning AI and ML in health and medicine. Methods: We used the Scopus database for searching and extracted articles published between 2000 and 2024. Then, we generated information about productivity, citations, collaboration, most impactful research topics, emerging research topics, and author keywords using Microsoft Excel 365 and VOSviewer software (version 1.6.20). Results: We retrieved a total of 22,113 research articles, with a notable surge in research activity in recent years. Core journals were Scientific Reports and IEEE Access, and core institutions included Harvard Medical School and the Ministry of Education of the People’s Republic of China, while core countries comprised the United States, China, India, the United Kingdom, and Saudi Arabia. Citation trends indicated substantial growth and recognition of AI’s and ML impact on health and medicine. Frequent author keywords identified key research hotspots, including specific diseases like Alzheimer’s disease, Parkinson’s diseases, COVID-19, and diabetes. The author keyword analysis identified “deep learning”, “convolutional neural network”, and “classification” as dominant research themes. Conclusions: AI’s transformative potential in AI and ML in health and medicine holds promise for improving global health outcomes. Full article

Increased public scrutiny and accountability demands have pressured HEIs to demonstrate their value. This article explores one way that HEIs can respond—by practicing Strategic Academic Research and Development (SARD) to improve institutional effectiveness and equity. After reviewing common definitions for R&D, the article develops SARD as an alternate method and outlines how it was implemented in a multi-campus university’s transformation initiative to promote student success through data-driven, equity-focused interventions in college, graduation, and career readiness. The initiative involved substantial collaboration with K-12 schools, curriculum redesign, and career development support, with a focus on underserved student populations. The project used the “Insight Engine”, a research approach combining data analytics, qualitative research, and student feedback to refine academic and support services. Despite challenges such as leadership transitions and the complexity of managing large, decentralized organizations, the initiative emphasized collaborative engagement and fidelity in implementing strategic interventions. Lessons learned include the importance of scope manageability and stakeholder buy-in. The case study demonstrates the potential of SARD to create impactful, scalable changes in HEIs, advocating for deep, institution-wide collaboration as essential for sustaining improvements in education, research, and service missions. Full article