The full-day workshop on AI and Agile at XP 2025 convened a diverse group of researchers and industry practitioners to address the practical challenges and opportunities of integrating Artificial Intelligence into Agile software development. Through interactive sessions, participants identified shared frustrations related to integrating AI into Agile Software Development practices, including challenges with tooling, governance, data quality, and critical skill gaps. These challenges were systematically prioritized and analyzed to uncover root causes. The workshop culminated in the collaborative development of a research roadmap that pinpoints actionable directions for future work, including both immediate solutions and ambitious long-term goals. The key outcome is a structured agenda designed to foster joint industry-academic efforts to move from identified frustrations to successful implementation.

This pilot study traces students' reflections on the use of AI in a 13-week foundational design course enrolling over 500 first-year engineering and architecture students at the Singapore University of Technology and Design. The course was an AI-enhanced design course, with several interventions to equip students with AI based design skills. Students were required to reflect on whether the technology was used as a tool (instrumental assistant), a teammate (collaborative partner), or neither (deliberate non-use). By foregrounding this three-way lens, students learned to use AI for innovation rather than just automation and to reflect on agency, ethics, and context rather than on prompt crafting alone. Evidence stems from coursework artefacts: thirteen structured reflection spreadsheets and eight illustrated briefs submitted, combined with notes of teachers and researchers. Qualitative coding of these materials reveals shared practices brought about through the inclusion of Gen-AI, including accelerated prototyping, rapid skill acquisition, iterative prompt refinement, purposeful "switch-offs" during user research, and emergent routines for recognizing hallucinations. Unexpectedly, students not only harnessed Gen-AI for speed but (enabled by the tool-teammate-neither triage) also learned to reject its outputs, invent their own hallucination fire-drills, and divert the reclaimed hours into deeper user research, thereby transforming efficiency into innovation. The implications of the approach we explore shows that: we can transform AI uptake into an assessable design habit; that rewarding selective non-use cultivates hallucination-aware workflows; and, practically, that a coordinated bundle of tool access, reflection, role tagging, and public recognition through competition awards allows AI based innovation in education to scale without compromising accountability.

A majority of small businesses are using artificial intelligence and finding out it can save time and money. Right now, many people are worried that artificial intelligence (AI) is coming for their jobs. If you're one of them, then the recent study by Microsoft will shed some light on how AI's generative capabilities will impact your field of work. In short, some occupations are more susceptible to its influence than others. This study is making waves because, unlike previous studies, it draws insight from real-world data.

--As Artificial Intelligence (AI) becomes increasingly embedded in healthcare technologies, understanding the maturity of AI in patient -centric applications is critical for evaluating its trustworthiness, transparency, and real -world impact. In this study, we investigate the integration and maturity of AI feature integration in 116 patient-centric healthcare applications. Using Large Language Models (LLMs), we extracted key functional features, which are then categorized into different stages of the Gartner AI maturity model. Our results show that over 86.21% of applications remain at the early stages of AI integration, while only 13.79% demonstrate advanced AI integration. Artificial Intelligence (AI) is rapidly gaining traction across various sectors, including health care. However, the current state and maturity of its integration into real -world mobile health applications remain largely underexplored. In particular, it is not yet clear who the primary users of these AI - enabled features are, patients or health care providers, and for what specific purposes they are being employed. Foundational Models (FMs), large-scale AI models trained on diverse and extensive datasets, have recently emerged as a transformative force across multiple domains.

AI tools have become deeply embedded in how many students learn and complete schoolwork--and that usage is only poised to increase. On Tuesday, the American Federation of Teachers announced an AI training hub for educators, backed by 23 million from Microsoft, OpenAI, and Anthropic. The AFT is the second-largest teachers' union, representing 1.8 million teachers and educational staffers across the country. Their training hub will open in New York City this fall, featuring workshops that will educate teachers on how to use AI tools for tasks like generating lesson plans and quizzes, or writing emails to parents. Microsoft is providing 12.5 million for AI teacher training over the next five years.

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The rapid integration of Artificial Intelligence (AI) in Higher Education (HE) is transforming personalized learning, administrative automation, and decision-making. However, this progress presents a duality, as AI adoption also introduces ethical and institutional challenges, including algorithmic bias, data privacy risks, and governance inconsistencies. To address these concerns, this study introduces the Human-Driven AI in Higher Education (HD-AIHED) Framework, ensuring compliance with UNESCO and OECD ethical standards. This conceptual research employs a qualitative meta-synthesis approach, integrating qualitative and quantitative studies to identify patterns, contradictions, and gaps in AI adoption within HE. It reinterprets existing datasets through theoretical and ethical lenses to develop governance frameworks. The study applies a participatory integrated co-system, Phased Human Intelligence, SWOC analysis, and AI ethical review boards to assess AI readiness and governance strategies for universities and HE institutions. The HD-AIHED model bridges AI research gaps, addresses global real-time challenges, and provides tailored, scalable, and ethical strategies for diverse educational contexts. By emphasizing interdisciplinary collaboration among stakeholders, this study envisions AIHED as a transparent and equitable force for innovation. The HD-AIHED framework ensures AI acts as a collaborative and ethical enabler rather than a disruptive replacement for human intelligence while advocating for responsible AI implementation in HE.

Artificial Intelligence (AI) has emerged as a transformative technology with the potential to revolutionize various sectors, from healthcare to finance, education, and beyond. However, successfully implementing AI systems remains a complex challenge, requiring a comprehensive and methodologically sound framework. This paper contributes to this challenge by introducing the Trustworthy, Optimized, Adaptable, and Socio-Technologically harmonious (TOAST) framework. It draws on insights from various disciplines to align technical strategy with ethical values, societal responsibilities, and innovation aspirations. The TOAST framework is a novel approach designed to guide the implementation of AI systems, focusing on reliability, accountability, technical advancement, adaptability, and socio-technical harmony. By grounding the TOAST framework in healthcare case studies, this paper provides a robust evaluation of its practicality and theoretical soundness in addressing operational, ethical, and regulatory challenges in high-stakes environments, demonstrating how adaptable AI systems can enhance institutional efficiency, mitigate risks like bias and data privacy, and offer a replicable model for other sectors requiring ethically aligned and efficient AI integration.

This paper introduces SELAR, a framework designed to effectively help teachers integrate artificial intelligence (AI) into their curriculum. The framework was designed by running workshops organized to gather lecturers' feedback. In this paper, we assess the effectiveness of the framework through additional workshops organized with lecturers from the Hague University of Applied Sciences. The workshops tested the application of the framework to adapt existing courses to leverage generative AI technology. Each participant was tasked to apply SELAR to one of their learning goals in order to evaluate AI integration potential and, if successful, to update the teaching methods accordingly. Findings show that teachers were able to effectively use the SELAR to integrate generative AI into their courses. Future work will focus on providing additional guidance and examples to use the framework more effectively.

The integration of generative artificial intelligence (GenAI) tools into education has been a game-changer for teaching and assessment practices, bringing new opportunities, but also novel challenges which need to be dealt with. This paper presents the Comprehensive AI Assessment Framework (CAIAF), an evolved version of the AI Assessment Scale (AIAS) by Perkins, Furze, Roe, and MacVaugh, targeted toward the ethical integration of AI into educational assessments. This is where the CAIAF differs, as it incorporates stringent ethical guidelines, with clear distinctions based on educational levels, and advanced AI capabilities of real-time interactions and personalized assistance. The framework developed herein has a very intuitive use, mainly through the use of a color gradient that enhances the user-friendliness of the framework. Methodologically, the framework has been developed through the huge support of a thorough literature review and practical insight into the topic, becoming a dynamic tool to be used in different educational settings. The framework will ensure better learning outcomes, uphold academic integrity, and promote responsible use of AI, hence the need for this framework in modern educational practice.