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.

We present a novel approach to graph drawing based on reinforcement learning for minimizing the global and the local crossing number, that is, the total number of edge crossings and the maximum number of crossings on any edge, respectively. In our framework, an agent learns how to move a vertex based on a given observation vector in order to optimize its position. The agent receives feedback in the form of local reward signals tied to crossing reduction. To generate an initial layout, we use a stress-based graph-drawing algorithm. We compare our method against force- and stress-based (baseline) algorithms as well as three established algorithms for global crossing minimization on a suite of benchmark graphs. The experiments show mixed results: our current algorithm is mainly competitive for the local crossing number. We see a potential for further development of the approach in the future.

Educational Knowledge Graphs (EduKGs) organize various learning entities and their relationships to support structured and adaptive learning. Prerequisite relationships (PRs) are critical in EduKGs for defining the logical order in which concepts should be learned. However, the current EduKG in the MOOC platform CourseMapper lacks explicit PR links, and manually annotating them is time-consuming and inconsistent. To address this, we propose an unsupervised method for automatically inferring concept PRs without relying on labeled data. We define ten criteria based on document-based, Wikipedia hyperlink-based, graph-based, and text-based features, and combine them using a voting algorithm to robustly capture PRs in educational content. Experiments on benchmark datasets show that our approach achieves higher precision than existing methods while maintaining scalability and adaptability, thus providing reliable support for sequence-aware learning in CourseMapper.

The automatic construction of Educational Knowledge Graphs (EduKGs) is essential for domain knowledge modeling by extracting meaningful representations from learning materials. Despite growing interest, identifying a scalable and reliable approach for automatic EduKG generation remains a challenge. In an attempt to develop a unified and robust pipeline for automatic EduKG construction, in this study we propose a pipeline for automatic EduKG construction from PDF learning materials. The process begins with generating slide-level EduKGs from individual pages/slides, which are then merged to form a comprehensive EduKG representing the entire learning material. We evaluate the accuracy of the EduKG generated from the proposed pipeline in our MOOC platform, CourseMapper. The observed accuracy, while indicative of partial success, is relatively low particularly in the educational context, where the reliability of knowledge representations is critical for supporting meaningful learning. To address this, we introduce targeted optimizations across multiple pipeline components. The optimized pipeline achieves a 17.5% improvement in accuracy and a tenfold increase in processing efficiency. Our approach offers a holistic, scalable and end-to-end pipeline for automatic EduKG construction, adaptable to diverse educational contexts, and supports improved semantic representation of learning content.

Artificial intelligence underpins most smart city services, yet deep neural network (DNN) that forecasts vehicle motion still struggle with catastrophic forgetting, the loss of earlier knowledge when models are updated. Conventional fixes enlarge the training set or replay past data, but these strategies incur high data collection costs, sample inefficiently and fail to balance long- and short-term experience, leaving them short of human-like continual learning. Here we introduce Dual-LS, a task-free, online continual learning paradigm for DNN-based motion forecasting that is inspired by the complementary learning system of the human brain. Dual-LS pairs two synergistic memory rehearsal replay mechanisms to accelerate experience retrieval while dynamically coordinating long-term and short-term knowledge representations. Tests on naturalistic data spanning three countries, over 772,000 vehicles and cumulative testing mileage of 11,187 km show that Dual-LS mitigates catastrophic forgetting by up to 74.31\% and reduces computational resource demand by up to 94.02\%, markedly boosting predictive stability in vehicle motion forecasting without inflating data requirements. Meanwhile, it endows DNN-based vehicle motion forecasting with computation efficient and human-like continual learning adaptability fit for smart cities.

This study investigates the potential for Large Language Models (LLMs) to scale-up Dynamic Assessment (DA). To facilitate such an investigation, we first developed DynaWrite-a modular, microservices-based grammatical tutoring application which supports multiple LLMs to generate dynamic feedback to learners of English. Initial testing of 21 LLMs, revealed GPT-4o and neural chat to have the most potential to scale-up DA in the language learning classroom. Further testing of these two candidates found both models performed similarly in their ability to accurately identify grammatical errors in user sentences. However, GPT-4o consistently outperformed neural chat in the quality of its DA by generating clear, consistent, and progressively explicit hints. Real-time responsiveness and system stability were also confirmed through detailed performance testing, with GPT-4o exhibiting sufficient speed and stability. This study shows that LLMs can be used to scale-up dynamic assessment and thus enable dynamic assessment to be delivered to larger groups than possible in traditional teacher-learner settings.

Large language models (LLMs) have advanced virtual educators and learners, bridging NLP with AI4Education. Existing work often lacks scalability and fails to leverage diverse, large-scale course content, with limited frameworks for assessing pedagogic quality. To this end, we propose WikiHowAgent, a multi-agent workflow leveraging LLMs to simulate interactive teaching-learning conversations. It integrates teacher and learner agents, an interaction manager, and an evaluator to facilitate procedural learning and assess pedagogic quality. We introduce a dataset of 114,296 teacher-learner conversations grounded in 14,287 tutorials across 17 domains and 727 topics. Our evaluation protocol combines computational and rubric-based metrics with human judgment alignment. Results demonstrate the workflow's effectiveness in diverse setups, offering insights into LLM capabilities across domains. Our datasets and implementations are fully open-sourced.