Accurate air quality prediction is becoming increasingly important in the environmental field. To address issues such as low prediction accuracy and slow real-time updates in existing models, which lead to lagging prediction results, we propose a Transformer-based spatiotemporal data prediction method (Ada-TransGNN) that integrates global spatial semantics and temporal behavior. The model constructs an efficient and collaborative spatiotemporal block set comprising a multi-head attention mechanism and a graph convolutional network to extract dynamically changing spatiotemporal dependency features from complex air quality monitoring data. Considering the interaction relationships between different monitoring points, we propose an adaptive graph structure learning module, which combines spatiotemporal dependency features in a data-driven manner to learn the optimal graph structure, thereby more accurately capturing the spatial relationships between monitoring points. Additionally, we design an auxiliary task learning module that enhances the decoding capability of temporal relationships by integrating spatial context information into the optimal graph structure representation, effectively improving the accuracy of prediction results. We conducted comprehensive evaluations on a benchmark dataset and a novel dataset (Mete-air). The results demonstrate that our model outperforms existing state-of-the-art prediction models in short-term and long-term predictions.

This study provides a comprehensive analysis of the development, functioning, and application of generative artificial intelligence (GenAI) and large language models (LLMs), with an emphasis on their implications for research and education. It traces the conceptual evolution from artificial intelligence (AI) through machine learning (ML) and deep learning (DL) to transformer architectures, which constitute the foundation of contemporary generative systems. Technical aspects, including prompting strategies, word embeddings, and probabilistic sampling methods (temperature, top-k, and top-p), are examined alongside the emergence of autonomous agents. These elements are considered in relation to both the opportunities they create and the limitations and risks they entail. The work critically evaluates the integration of GenAI across the research process, from ideation and literature review to research design, data collection, analysis, interpretation, and dissemination. While particular attention is given to geographical research, the discussion extends to wider academic contexts. A parallel strand addresses the pedagogical applications of GenAI, encompassing course and lesson design, teaching delivery, assessment, and feedback, with geography education serving as a case example. Central to the analysis are the ethical, social, and environmental challenges posed by GenAI. Issues of bias, intellectual property, governance, and accountability are assessed, alongside the ecological footprint of LLMs and emerging technological strategies for mitigation. The concluding section considers near- and long-term futures of GenAI, including scenarios of sustained adoption, regulation, and potential decline. By situating GenAI within both scholarly practice and educational contexts, the study contributes to critical debates on its transformative potential and societal responsibilities.

These lecture notes evolve around mathematical concepts arising in inverse problems. We start by introducing inverse problems through examples such as differentiation, deconvolution, computed tomography and phase retrieval. This then leads us to the framework of well-posedness and first considerations regarding reconstruction and inversion approaches. The second chapter then first deals with classical regularization theory of inverse problems in Hilbert spaces. After introducing the pseudo-inverse, we review the concept of convergent regularization. Within this chapter we then proceed to ask the question of how to realize practical reconstruction algorithms. Here, we mainly focus on Tikhonov and sparsity promoting regularization in finite dimensional spaces. In the third chapter, we dive into modern deep-learning methods, which allow solving inverse problems in a data-dependent approach. The intersection between inverse problems and machine learning is a rapidly growing field and our exposition here restricts itself to a very limited selection of topics. Among them are learned regularization, fully-learned Bayesian estimation, post-processing strategies and plug-n-play methods.

In this paper, we introduce a novel learning paradigm for Adaptive Large Language Model (LLM) agents that eliminates the need for fine-tuning the underlying LLMs. Existing approaches are often either rigid, relying on static, handcrafted reflection workflows, or computationally intensive, requiring gradient updates of LLM model parameters. In contrast, our method enables low-cost continual adaptation via memory-based online reinforcement learning. We formalise this as a Memory-augmented Markov Decision Process (M-MDP), equipped with a neural case-selection policy to guide action decisions. Past experiences are stored in an episodic memory, either differentiable or non-parametric. The policy is continually updated based on environmental feedback through a memory rewriting mechanism, whereas policy improvement is achieved through efficient memory reading (retrieval). We instantiate our agent model in the deep research setting, namely \emph{Memento}, which attains top-1 on GAIA validation ($87.88\%$ Pass@$3$) and $79.40\%$ on the test set. It reaches $66.6\%$ F1 and $80.4\%$ PM on the DeepResearcher dataset, outperforming the state-of-the-art training-based method, while case-based memory adds $4.7\%$ to $9.6\%$ absolute points on out-of-distribution tasks. Our approach offers a scalable and efficient pathway for developing generalist LLM agents capable of continuous, real-time learning without gradient updates, advancing machine learning towards open-ended skill acquisition and deep research scenarios. The code is available at https://github.com/Agent-on-the-Fly/Memento.

We present RubikSQL, a novel NL2SQL system designed to address key challenges in real-world enterprise-level NL2SQL, such as implicit intents and domain-specific terminology. RubikSQL frames NL2SQL as a lifelong learning task, demanding both Knowledge Base (KB) maintenance and SQL generation. RubikSQL systematically builds and refines its KB through techniques including database profiling, structured information extraction, agentic rule mining, and Chain-of-Thought (CoT)-enhanced SQL profiling. RubikSQL then employs a multi-agent workflow to leverage this curated KB, generating accurate SQLs. RubikSQL achieves SOTA performance on both the KaggleDBQA and BIRD Mini-Dev datasets. Finally, we release the RubikBench benchmark, a new benchmark specifically designed to capture vital traits of industrial NL2SQL scenarios, providing a valuable resource for future research.

Early detection of struggling student programmers is crucial for providing them with personalized support. While multiple AI-based approaches have been proposed for this problem, they do not explicitly reason about students' programming skills in the model. This study addresses this gap by developing in collaboration with educators a taxonomy of proficiencies that categorizes how students solve coding tasks and is embedded in the detection model. Our model, termed the Proficiency Taxonomy Model (PTM), simultaneously learns the student's coding skills based on their coding history and predicts whether they will struggle on a new task. We extensively evaluated the effectiveness of the PTM model on two separate datasets from introductory Java and Python courses for beginner programmers. Experimental results demonstrate that PTM outperforms state-of-the-art models in predicting struggling students. The paper showcases the potential of combining structured insights from teachers for early identification of those needing assistance in learning to code.

Interactive online learning environments, represented by Massive AI-empowered Courses (MAIC), leverage LLM-driven multi-agent systems to transform passive MOOCs into dynamic, text-based platforms, enhancing interactivity through LLMs. This paper conducts an empirical study on a specific MAIC course to explore three research questions about dropouts in these interactive online courses: (1) What factors might lead to dropouts? (2) Can we predict dropouts? (3) Can we reduce dropouts? We analyze interaction logs to define dropouts and identify contributing factors. Our findings reveal strong links between dropout behaviors and textual interaction patterns. We then propose a course-progress-adaptive dropout prediction framework (CPADP) to predict dropouts with at most 95.4% accuracy. Based on this, we design a personalized email recall agent to re-engage at-risk students. Applied in the deployed MAIC system with over 3,000 students, the feasibility and effectiveness of our approach have been validated on students with diverse backgrounds.

Traditional video-based learning remains passive, offering limited opportunities for users to engage dynamically with content. While current AI-powered tools offer transcription and summarization, they lack real-time, region-specific interaction capabilities. This paper introduces Untwist, an AI-driven system that enables interactive video learning by allowing users to ask questions about the entire video or specific regions using a bounding box, receiving context-aware, multimodal responses. By integrating GPT APIs with Computer Vision techniques, Untwist extracts, processes, and structures video content to enhance comprehension. Our approach addresses GPT-4o spatial weakness by leveraging annotated frames instead of raw coordinate data, significantly improving accuracy in localizing and interpreting video content. This paper describes the system architecture, including video pre-processing and real-time interaction, and outlines how Untwist can transform passive video consumption into an interactive, AI-driven learning experience with the potential to enhance engagement and comprehension.

Every year, most educational institutions seek and receive an enormous volume of text feedback from students on courses, teaching, and overall experience. Yet, turning this raw feedback into useful insights is far from straightforward. It has been a long-standing challenge to adopt automatic opinion mining solutions for such education review text data due to the content complexity and low-granularity reporting requirements. Aspect-based Sentiment Analysis (ABSA) offers a promising solution with its rich, sub-sentence-level opinion mining capabilities. However, existing ABSA research and resources are very heavily focused on the commercial domain. In education, they are scarce and hard to develop due to limited public datasets and strict data protection. A high-quality, annotated dataset is urgently needed to advance research in this under-resourced area. In this work, we present EduRABSA (Education Review ABSA), the first public, annotated ABSA education review dataset that covers three review subject types (course, teaching staff, university) in the English language and all main ABSA tasks, including the under-explored implicit aspect and implicit opinion extraction. We also share ASQE-DPT (Data Processing Tool), an offline, lightweight, installation-free manual data annotation tool that generates labelled datasets for comprehensive ABSA tasks from a single-task annotation. Together, these resources contribute to the ABSA community and education domain by removing the dataset barrier, supporting research transparency and reproducibility, and enabling the creation and sharing of further resources. The dataset, annotation tool, and scripts and statistics for dataset processing and sampling are available at https://github.com/yhua219/edurabsa_dataset_and_annotation_tool.

This research paper examines, from a multidimensional perspective (cognitive, social, ethical, and philosophical), how AI is transforming human thought. It highlights a cognitive offloading effect: the externalization of mental functions to AI can reduce intellectual engagement and weaken critical thinking. On the social level, algorithmic personalization creates filter bubbles that limit the diversity of opinions and can lead to the homogenization of thought and polarization. This research also describes the mechanisms of algorithmic manipulation (exploitation of cognitive biases, automated disinformation, etc.) that amplify AI's power of influence. Finally, the question of potential artificial consciousness is discussed, along with its ethical implications. The report as a whole underscores the risks that AI poses to human intellectual autonomy and creativity, while proposing avenues (education, transparency, governance) to align AI development with the interests of humanity.