Generative artificial intelligence (GenAI) is transforming education, redefining the role of trainers and coaches in learning environments. In our study, we explore how AI integrates into the design process of learning materials, assessing its impact on efficiency, pedagogical quality, and the evolving role of human trainers and coaches. Through qualitative interviews with professionals in education and corporate training, we identify the following key topics: trainers and coaches increasingly act as facilitators and content moderators rather than primary creators, efficiency gains allow for a stronger strategic focus but at the same time the new tools require new skills. Additionally, we analyze how the anthropomorphism of AI shapes user trust and expectations. From these insights, we derive how tools based on GenAI can successfully be implemented for trainers and coaches on an individual, organizational, systemic, and strategic level.

The integration of AI tools into programming education has become increasingly prevalent in recent years, transforming the way programming is taught and learned. This paper provides a review of the state - of - the - art AI tools available for teaching and learn ing programming, particularly in the context of introductory courses. It highlights the challenges on course design, learning objectives, course delivery and formative and summative assessment, as well as the misuse of such tools by the students. We discus s ways of re - designing an existing course, re - shaping assignments and pedagogy to address the current AI technologies challenges. This example can serve as a guideline for policies for institutions and teachers involved in teaching programming, aiming to m aximize the benefits of AI tools while addressing the associated challenges and concerns.

We consider the problem of multi-class classification, where a stream of adversari-ally chosen queries arrive and must be assigned a label online.

We consider the problem of multi-class classification, where a stream of adversari-ally chosen queries arrive and must be assigned a label online.

Thompson sampling (TS) has attracted a lot of interest in the bandit area.

Intelligent analysis of medical imaging plays a crucial role in assisting clinical diagnosis. However, achieving efficient and high-accuracy image classification in resource-constrained computational environments remains challenging. This study proposes a medical image classification method based on an improved ConvNeXt-Tiny architecture. Through structural optimization and loss function design, the proposed method enhances feature extraction capability and classification performance while reducing computational complexity. Specifically, the method introduces a dual global pooling (Global Average Pooling and Global Max Pooling) feature fusion strategy into the ConvNeXt-Tiny backbone to simultaneously preserve global statistical features and salient response information. A lightweight channel attention module, termed Squeeze-and-Excitation Vector (SEVector), is designed to improve the adaptive allocation of channel weights while minimizing parameter overhead. Additionally, a Feature Smoothing Loss is incorporated into the loss function to enhance intra-class feature consistency and suppress intra-class variance. Under CPU-only conditions (8 threads), the method achieves a maximum classification accuracy of 89.10% on the test set within 10 training epochs, exhibiting a stable convergence trend in loss values. Experimental results demonstrate that the proposed method effectively improves medical image classification performance in resource-limited settings, providing a feasible and efficient solution for the deployment and promotion of medical imaging analysis models.

Many real-world data are sequentially collected over time and often exhibit skewed class distributions, resulting in imbalanced data streams. While existing approaches have explored several strategies, such as resampling and reweighting, for imbalanced data stream learning, our work distinguishes itself by addressing the imbalance problem through training modification, particularly focusing on gradient descent techniques. We introduce the harmonized gradient descent (HGD) algorithm, which aims to equalize the norms of gradients across different classes. By ensuring the gradient norm balance, HGD mitigates under-fitting for minor classes and achieves balanced online learning. Notably, HGD operates in a streamlined implementation process, requiring no data-buffer, extra parameters, or prior knowledge, making it applicable to any learning models utilizing gradient descent for optimization. Theoretical analysis, based on a few common and mild assumptions, shows that HGD achieves a satisfied sub-linear regret bound. The proposed algorithm are compared with the commonly used online imbalance learning methods under several imbalanced data stream scenarios. Extensive experimental evaluations demonstrate the efficiency and effectiveness of HGD in learning imbalanced data streams.

--The Internet of Things (IoT) ecosystem produces massive volumes of multimodal data from diverse sources, including sensors, cameras, and microphones. With advances in edge intelligence, IoT devices have evolved from simple data acquisition units into computationally capable nodes, enabling localized processing of heterogeneous multimodal data. This evolution necessitates distributed learning paradigms that can efficiently handle such data. Furthermore, the continuous nature of data generation and the limited storage capacity of edge devices demand an online learning framework. Multimodal Online Federated Learning (MMO-FL) has emerged as a promising approach to meet these requirements. However, MMO-FL faces new challenges due to the inherent instability of IoT devices, which often results in modality quantity and quality imbalance (QQI) during data collection. In this work, we systematically investigate the impact of QQI within the MMO-FL framework and present a comprehensive theoretical analysis quantifying how both types of imbalance degrade learning performance. T o address these challenges, we propose the Modality Quantity and Quality Rebalanced (QQR) algorithm, a prototype learning based method designed to operate in parallel with the training process. Extensive experiments on two real-world multimodal datasets show that the proposed QQR algorithm consistently outperforms benchmarks under modality imbalance conditions with promising learning performance. The rapid growth of the Internet of Things (IoT) [1] has resulted in an extraordinary increase in data generated by diverse interconnected devices, such as smart home systems [2], wearable health trackers [3], and industrial sensors [4]. To enable intelligent applications and services within this ecosystem, artificial intelligence, particularly machine learning and deep learning, has become an essential approach for building models from large-scale IoT data. Traditionally, model training has been conducted on centralized cloud platforms or in data centers. However, as both the volume of IoT data and the number of connected devices continue to rise, this centralized paradigm encounters scalability and efficiency bottlenecks. H. Wang, W . Y ang, X. Zhong, J. Zhou, F. Liu and W . Zhang are with Peng Cheng Laboratory, Shenzhen, 518066, China.

A Human-in-the-Loop (HITL) approach leverages generative AI to enhance personalized learning by directly integrating student feedback into AI-generated solutions. Students critique and modify AI responses using predefined feedback tags, fostering deeper engagement and understanding. This empowers students to actively shape their learning, with AI serving as an adaptive partner. The system uses a tagging technique and prompt engineering to personalize content, informing a Retrieval-Augmented Generation (RAG) system to retrieve relevant educational material and adjust explanations in real time. This builds on existing research in adaptive learning, demonstrating how student-driven feedback loops can modify AI-generated responses for improved student retention and engagement, particularly in STEM education. Preliminary findings from a study with STEM students indicate improved learning outcomes and confidence compared to traditional AI tools. This work highlights AI's potential to create dynamic, feedback-driven, and personalized learning environments through iterative refinement.