This innovative practice article reports on the piloting of vibe coding (using natural language to create software applications with AI) for English as a Foreign Language (EFL) education. We developed a human-AI meta-languaging framework with three dimensions: talking to AI (prompt engineering), talking through AI (negotiating authorship), and talking about AI (mental models of AI). Using backward design principles, we created a four-hour workshop where two students designed applications addressing authentic EFL writing challenges. We adopted a case study methodology, collecting data from worksheets and video recordings, think-aloud protocols, screen recordings, and AI-generated images. Contrasting cases showed one student successfully vibe coding a functional application cohering to her intended design, while another encountered technical difficulties with major gaps between intended design and actual functionality. Analysis reveals differences in students' prompt engineering approaches, suggesting different AI mental models and tensions in attributing authorship. We argue that AI functions as a beneficial languaging machine, and that differences in how students talk to, through, and about AI explain vibe coding outcome variations. Findings indicate that effective vibe coding instruction requires explicit meta-languaging scaffolding, teaching structured prompt engineering, facilitating critical authorship discussions, and developing vocabulary for articulating AI mental models.

The release of open-weight large language models (LLMs) creates a tension between advancing accessible research and preventing misuse, such as malicious fine-tuning to elicit harmful content. Current safety measures struggle to preserve the general capabilities of the LLM while resisting a determined adversary with full access to the model's weights and architecture, who can use full-parameter fine-tuning to erase existing safeguards. To address this, we introduce AntiDote, a bi-level optimization procedure for training LLMs to be resistant to such tampering. AntiDote involves an auxiliary adversary hypernetwork that learns to generate malicious Low-Rank Adaptation (LoRA) weights conditioned on the defender model's internal activations. The defender LLM is then trained with an objective to nullify the effect of these adversarial weight additions, forcing it to maintain its safety alignment. We validate this approach against a diverse suite of 52 red-teaming attacks, including jailbreak prompting, latent space manipulation, and direct weight-space attacks. AntiDote is upto 27.4\% more robust against adversarial attacks compared to both tamper-resistance and unlearning baselines. Crucially, this robustness is achieved with a minimal trade-off in utility, incurring a performance degradation of upto less than 0.5\% across capability benchmarks including MMLU, HellaSwag, and GSM8K. Our work offers a practical and compute efficient methodology for building open-weight models where safety is a more integral and resilient property.

This paper presents a personalized lecture concept using educational blocks and its demonstrative application in a new university lecture. Higher education faces daily challenges: deep and specialized knowledge is available from everywhere and accessible to almost everyone. University lecturers of specialized master courses confront the problem that their lectures are either too boring or too complex for the attending students. Additionally, curricula are changing more rapidly than they have in the past 10-30 years. The German education system comprises different educational forms, with universities providing less practical content. Consequently, many university students do not obtain the practical skills they should ideally gain through university lectures. Therefore, in this work, a new lecture concept is proposed based on the extension of the just-in-time teaching paradigm: Personalized and Demand-Based Education. This concept includes: 1) an initial assessment of students' backgrounds, 2) selecting the appropriate educational blocks, and 3) collecting ongoing feedback during the semester. The feedback was gathered via Pingo, ensuring anonymity for the students. Our concept was exemplarily tested in the new lecture "Practical Tools for Control Engineers" at the Karlsruhe Institute of Technology. The initial results indicate that our proposed concept could be beneficial in addressing the current challenges in higher education.

While assistive robots have much potential to help older people with frailty-related needs, there are few in use. There is a gap between what is developed in laboratories and what would be viable in real-world contexts. Through a series of co-design workshops (61 participants across 7 sessions) including those with lived experience of frailty, their carers, and healthcare professionals, we gained a deeper understanding of everyday issues concerning the place of new technologies in their lives. A persona-based approach surfaced emotional, social, and psychological issues. Any assistive solution must be developed in the context of this complex interplay of psychosocial and environmental factors. Our findings, presented as design requirements in direct relation to frailty, can help promote design thinking that addresses people's needs in a more pragmatic way to move assistive robotics closer to real-world use.

Federated Learning (FL) is a novel, multidisciplinary Machine Learning paradigm where multiple clients, such as mobile devices, collaborate to solve machine learning problems. Initially introduced in Kone{č}n{ý} et al. (2016a,b); McMahan et al. (2017), FL has gained further attention through its inclusion in the National AI Research and Development Strategic Plan (2023 Update) of the United States (Science and on Artificial Intelligence, 2023). The FL training process is inherently decentralized and often takes place in less controlled settings compared to data centers, posing unique challenges distinct from those in fully controlled environments. In this thesis, we identify five key challenges in Federated Learning and propose novel approaches to address them. These challenges arise from the heterogeneity of data and devices, communication issues, and privacy concerns for clients in FL training. Moreover, even well-established theoretical advances in FL require diverse forms of practical implementation to enhance their real-world applicability. Our contributions advance FL algorithms and systems, bridging theoretical advancements and practical implementations. More broadly, our work serves as a guide for researchers navigating the complexities of translating theoretical methods into efficient real-world implementations and software. Additionally, it offers insights into the reverse process of adapting practical implementation aspects back into theoretical algorithm design. This reverse process is particularly intriguing, as the practical perspective compels us to examine the underlying mechanics and flexibilities of algorithms more deeply, often uncovering new dimensions of the algorithms under study.

Generative AI (GAI) tools have seen rapid adoption in educational settings, yet their role in fostering critical thinking remains underexplored. While previous studies have examined GAI as a tutor for specific lessons or as a tool for completing assignments, few have addressed how students critically evaluate the accuracy and appropriateness of GAI-generated responses. This pilot study investigates students' ability to apply structured critical thinking when assessing Generative AI outputs in introductory Computational and Data Science courses. Given that GAI tools often produce contextually flawed or factually incorrect answers, we designed learning activities that require students to analyze, critique, and revise AI-generated solutions. Our findings offer initial insights into students' ability to engage critically with GAI content and lay the groundwork for more comprehensive studies in future semesters.

This systematic review of the research literature on retrieval-augmented generation (RAG) provides a focused analysis of the most highly cited studies published between 2020 and May 2025. A total of 128 articles met our inclusion criteria. The records were retrieved from ACM Digital Library, IEEE Xplore, Scopus, ScienceDirect, and the Digital Bibliography and Library Project (DBLP). RAG couples a neural retriever with a generative language model, grounding output in up-to-date, non-parametric memory while retaining the semantic generalisation stored in model weights. Guided by the PRISMA 2020 framework, we (i) specify explicit inclusion and exclusion criteria based on citation count and research questions, (ii) catalogue datasets, architectures, and evaluation practices, and (iii) synthesise empirical evidence on the effectiveness and limitations of RAG. To mitigate citation-lag bias, we applied a lower citation-count threshold to papers published in 2025 so that emerging breakthroughs with naturally fewer citations were still captured. This review clarifies the current research landscape, highlights methodological gaps, and charts priority directions for future research.

Multi-modal multi-task (M3T) foundation models (FMs) have recently shown transformative potential in artificial intelligence, with emerging applications in education. However, their deployment in real-world educational settings is hindered by privacy regulations, data silos, and limited domain-specific data availability. We introduce M3T Federated Foundation Models (FedFMs) for education: a paradigm that integrates federated learning (FL) with M3T FMs to enable collaborative, privacy-preserving training across decentralized institutions while accommodating diverse modalities and tasks. Subsequently, this position paper aims to unveil M3T FedFMs as a promising yet underexplored approach to the education community, explore its potentials, and reveal its related future research directions. We outline how M3T FedFMs can advance three critical pillars of next-generation intelligent education systems: (i) privacy preservation, by keeping sensitive multi-modal student and institutional data local; (ii) personalization, through modular architectures enabling tailored models for students, instructors, and institutions; and (iii) equity and inclusivity, by facilitating participation from underrepresented and resource-constrained entities. We finally identify various open research challenges, including studying of (i) inter-institution heterogeneous privacy regulations, (ii) the non-uniformity of data modalities' characteristics, (iii) the unlearning approaches for M3T FedFMs, (iv) the continual learning frameworks for M3T FedFMs, and (v) M3T FedFM model interpretability, which must be collectively addressed for practical deployment.

In modern online learning, understanding and predicting student behavior is crucial for enhancing engagement and optimizing educational outcomes. This systematic review explores the integration of biosensors and Multimodal Learning Analytics (MmLA) to analyze and predict student behavior during computer-based learning sessions. We examine key challenges, including emotion and attention detection, behavioral analysis, experimental design, and demographic considerations in data collection. Our study highlights the growing role of physiological signals, such as heart rate, brain activity, and eye-tracking, combined with traditional interaction data and self-reports to gain deeper insights into cognitive states and engagement levels. We synthesize findings from 54 key studies, analyzing commonly used methodologies such as advanced machine learning algorithms and multimodal data pre-processing techniques. The review identifies current research trends, limitations, and emerging directions in the field, emphasizing the transformative potential of biosensor-driven adaptive learning systems. Our findings suggest that integrating multimodal data can facilitate personalized learning experiences, real-time feedback, and intelligent educational interventions, ultimately advancing toward a more customized and adaptive online learning experience.

The rapid proliferation of artificial intelligence (AI) across industry, government, and education highlights the urgent need for robust frameworks to conceptualise and guide engagement. This paper introduces the Hierarchy of Engagement with AI model, a novel maturity framework inspired by Maslow's hierarchy of needs. The model conceptualises AI adoption as a progression through eight levels, beginning with initial exposure and basic understanding and culminating in ecosystem collaboration and societal impact. Each level integrates technical, organisational, and ethical dimensions, emphasising that AI maturity is not only a matter of infrastructure and capability but also of trust, governance, and responsibility. Initial validation of the model using four diverse case studies (General Motors, the Government of Estonia, the University of Texas System, and the African Union AI Strategy) demonstrate the model's contextual flexibility across various sectors. The model provides scholars with a framework for analysing AI maturity and offers practitioners and policymakers a diagnostic and strategic planning tool to guide responsible and sustainable AI engagement. The proposed model demonstrates that AI maturity progression is multi-dimensional, requiring technological capability, ethical integrity, organisational resilience, and ecosystem collaboration.