Unmeasured confounding can render identification strategies based on adjustment functionals invalid. We study the "Napkin graph", a causal structure that encapsulates patterns of M-bias, instrumental variables, and the classical back-door and front-door models within a single graphical framework, yet requires a nonstandard identification strategy: the average treatment effect is expressed as a ratio of two g-formulas. We develop novel estimators for this functional, including doubly robust one-step and targeted minimum loss-based estimators that remain asymptotically linear when nuisance functions are estimated at slower-than-parametric rates using machine learning. We also show how a generalized independence restriction encoded by the Napkin graph, known as a Verma constraint, can be exploited to improve efficiency, illustrating more generally how such constraints in hidden variable DAGs can inform semiparametric inference. The proposed methods are validated through simulations and applied to the Finnish Life Course study to estimate the effect of educational attainment on income. An accompanying R package, napkincausal, implements all proposed procedures.

Satellite data of atmospheric pollutants are often available only at coarse spatial resolution, limiting their applicability in local-scale environmental analysis and decision-making. Spatial downscaling methods aim to transform the coarse satellite data into high-resolution fields. In this work, two widely used deep learning architectures, the super-resolution deep residual network (SRDRN) and the encoder-decoder-based UNet, are considered for spatial downscaling of tropospheric ozone. Both methods are extended with a lightweight temporal module, which encodes observation time using either sinusoidal or radial basis function (RBF) encoding, and fuses the temporal features with the spatial representations in the networks. The proposed time-aware extensions are evaluated against their baseline counterparts in a case study on ozone downscaling over Italy. The results suggest that, while only slightly increasing computational complexity, the temporal modules significantly improve downscaling performance and convergence speed.

As artificial intelligence (AI) becomes increasingly integrated into education, understanding how students perceive its risks is essential for supporting responsible and effective adoption. This research aimed to examine the relationships between perceived AI competence and risks among Finnish K-12 upper secondary students (n = 163) by utilizing a co-occurrence analysis. Students reported their self-perceived AI competence and concerns related to AI across systemic, institutional, and personal domains. The findings showed that students with lower competence emphasized personal and learning-related risks, such as reduced creativity, lack of critical thinking, and misuse, whereas higher-competence students focused more on systemic and institutional risks, including bias, inaccuracy, and cheating. These differences suggest that students' self-reported AI competence is related to how they evaluate both the risks and opportunities associated with artificial intelligence in education (AIED). The results of this study highlight the need for educational institutions to incorporate AI literacy into their curricula, provide teacher guidance, and inform policy development to ensure personalized opportunities for utilization and equitable integration of AI into K-12 education.

Despite significant advancements in AI-driven educational systems and ongoing calls for responsible AI for education, several critical issues remain unresolved -- acting as the elephant in the room within AI in education, learning analytics, educational data mining, learning sciences, and educational psychology communities. This critical analysis identifies and examines nine persistent challenges that continue to undermine the fairness, transparency, and effectiveness of current AI methods and applications in education. These include: (1) the lack of clarity around what AI for education truly means -- often ignoring the distinct purposes, strengths, and limitations of different AI families -- and the trend of equating it with domain-agnostic, company-driven large language models; (2) the widespread neglect of essential learning processes such as motivation, emotion, and (meta)cognition in AI-driven learner modelling and their contextual nature; (3) limited integration of domain knowledge and lack of stakeholder involvement in AI design and development; (4) continued use of non-sequential machine learning models on temporal educational data; (5) misuse of non-sequential metrics to evaluate sequential models; (6) use of unreliable explainable AI methods to provide explanations for black-box models; (7) ignoring ethical guidelines in addressing data inconsistencies during model training; (8) use of mainstream AI methods for pattern discovery and learning analytics without systematic benchmarking; and (9) overemphasis on global prescriptions while overlooking localised, student-specific recommendations. Supported by theoretical and empirical research, we demonstrate how hybrid AI methods -- specifically neural-symbolic AI -- can address the elephant in the room and serve as the foundation for responsible, trustworthy AI systems in education.

The latter enjoy asymptotic consistency, but can suffer from high computational costs. In this paper we present a way of bridging the gap between deterministic and stochastic inference.

By exploiting students' response logs, SCM aims to predict their exercise

Causal effect identification considers whether an interventional probability distribution can be uniquely determined from a passively observed distribution in a given causal structure.

Macroprogramming refers to the theory and practice of conveniently expressing the macro(scopic) behaviour of a system using a single program. Macroprogramming approaches are motivated by the need of effectively capturing global/system-level aspects and the collective behaviour of a set of interacting components, while abstracting over low-level details. In the past, this style of programming has been primarily adopted to describe the data-processing logic in wireless sensor networks; recently, research forums on spatial computing, collective adaptive systems, and Internet-of-Things have provided renewed interest in macro-approaches. However, related contributions are still fragmented and lacking conceptual consistency. Therefore, to foster principled research, an integrated view of the field is provided, together with opportunities and challenges.