Assessment of medication history-taking has traditionally relied on human observation, limiting scalability and detailed performance data. While Generative AI (GenAI) platforms enable extensive data collection and learning analytics provide powerful methods for analyzing educational traces, these approaches remain largely underexplored in pharmacy clinical training. This study addresses this gap by applying learning analytics to understand how students develop clinical communication competencies with GenAI-powered virtual patients -- a crucial endeavor given the diversity of student cohorts, varying language backgrounds, and the limited opportunities for individualized feedback in traditional training settings. We analyzed 323 students' interaction logs across Australian and Malaysian institutions, comprising 50,871 coded utterances from 1,487 student-GenAI dialogues. Combining Epistemic Network Analysis to model inquiry co-occurrences with Sequential Pattern Mining to capture temporal sequences, we found that high performers demonstrated strategic deployment of information recognition behaviors. Specifically, high performers centered inquiry on recognizing clinically relevant information, integrating rapport-building and structural organization, while low performers remained in routine question-verification loops. Demographic factors including first-language background, prior pharmacy work experience, and institutional context, also shaped distinct inquiry patterns. These findings reveal inquiry patterns that may indicate clinical reasoning development in GenAI-assisted contexts, providing methodological insights for health professions education assessment and informing adaptive GenAI system design that supports diverse learning pathways.

Human achievement, whether in culture, science, or technology, is unparalleled in the known existence. This achievement is tied to the enormous communities of knowledge, made possible by language: leaving theological content aside, it is very much true that "in the beginning was the word", and that in Western societies, this became particularly identified with the written word. There lies the challenge regarding modern age chatbots: they can 'do' language apparently as well as ourselves and there is a natural question of whether they can be considered intelligent, in the same way as we are or otherwise. Are humans uniquely intelligent? We consider this question in terms of the psychological literature on intelligence, evidence for intelligence in non-human animals, the role of written language in science and technology, progress with artificial intelligence, the history of intelligence testing (for both humans and machines), and the role of embodiment in intelligence. We think that it is increasingly difficult to consider humans uniquely intelligent. There are current limitations in chatbots, e.g., concerning perceptual and social awareness, but much attention is currently devoted to overcoming such limitations.

Systems analysis students increasingly use Generative AI, yet current pedagogy lacks systematic approaches for teaching responsible AI orchestration that fosters critical thinking whilst meeting educational outcomes. Students risk accepting AI suggestions blindly or uncritically without assessing alignment with user needs or contextual appropriateness. SAGE (Structured AI-Guided Education) addresses this gap by embedding GenAI into curriculum design, training students when to accept, modify, or reject AI contributions. Implementation with 18 student groups across four Australian universities revealed how orchestration skills develop. Most groups (84\%) moved beyond passive acceptance, showing selective judgment, yet none proactively identified gaps overlooked by both human and AI analysis, indicating a competency ceiling. Students strong at explaining decisions also performed well at integrating sources, and those with deep domain understanding consistently considered accessibility considerations. Accessibility awareness proved fragile. When writing requirements, 85\% of groups explicitly considered elderly users and cultural needs. Notably, 55\% of groups struggled identifying when AI misclassified system boundaries (what belongs inside versus outside the system), 45\% missed data management errors (how information is stored and updated), and 55\% overlooked missing exception handling. Three implications emerge for educators: (i) require students to document why they accepted, modified, or rejected each AI suggestion, making reasoning explicit; (ii) embed accessibility prompts at each development stage because awareness collapses without continuous scaffolding; and (iii) have students create their own specifications before using AI, then compare versions, and anchor to research or standards to identify gaps.

We explore the use of expert-guided bandit learning, which we refer to as online mixture-of-experts (OMoE). In this setting, given a context, a candidate committee of experts must determine how to aggregate their outputs to achieve optimal results in terms of aggregate accuracy. We propose two algorithms to address this problem. The first algorithm combines aggregate voting with UCB-driven successive elimination, efficiently pruning suboptimal exploration actions. The second algorithm employs an online weighted-majority-voting mechanism, leveraging the respective voting power of each expert proportional to their predictive power. We derive theoretical guarantees for the regret properties in the bandit setting under ideal circumstances, and empirical results are provided accordingly. As a modern study on applications, these methods are applied to the online fine-tuning of a set of expert large language models (LLMs), where after each response, the generative LLM dynamically reweighs its set of experts and/or selects the optimal committee of experts to generate the most accurate response. Our results introduce new methodologies and no-regret guarantees for combining multiple experts to improve on the performance of the an aggregate model overall.

Abstract--High-quality personalized question banks are crucial for supporting adaptive learning and individualized assessment. Manually designing questions is time-consuming and often fails to meet diverse learning needs, making automated question generation a crucial approach to reduce teachers' workload and improve the scalability of educational resources. However, most existing question generation methods rely on single-agent or rule-based pipelines, which still produce questions with unstable quality, limited diversity, and insufficient alignment with educational goals. T o address these challenges, we propose EduAgentQG, a multi-agent collaborative framework for generating high-quality and diverse personalized questions. The framework consists of five specialized agents and operates through an iterative feedback loop: the Planner generates structured design plans and multiple question directions to enhance diversity; the Writer produces candidate questions based on the plan and optimizes their quality and diversity using feedback from the Solver and Educator; the Solver and Educator perform binary scoring across multiple evaluation dimensions and feed the evaluation results back to the Writer; the Checker conducts final verification, including answer correctness and clarity, ensuring alignment with educational goals. Through this multi-agent collaboration and iterative feedback loop, EduAgentQG generates questions that are both high-quality and diverse, while maintaining consistency with educational objectives. Experiments on two mathematics question datasets demonstrate that EduAgentQG outperforms existing single-agent and multi-agent methods in terms of question diversity, goal consistency, and overall quality. High-quality personalized question banks are crucial for supporting adaptive learning and individualized assessment [1], [2], [3]. In practical teaching, experienced educators can often determine the specific educational goals a student needs to achieve based on observation and prior knowledge [4], [5], [6]. Teachers typically engage in iterative cycles of planning, drafting, validation, and optimization to design questions that are both diagnostically effective and pedagogically meaningful, balancing knowledge coverage, cognitive skill development, and difficulty levels [7], [8]. Existing question banks may not always contain suitable questions, and even when relevant questions are available, they may have been previously attempted by students [9], [10], [11].

This is the accepted manuscript version. The final published version will appear in College & Research Libraries, November 2026. AI Literacy in UAE Libraries: Assessing Competencies, Training Needs, and Ethical Considerations for the Digital Age Zafar Imam Khan, Learning Resources Manager, Hamdan Bin Mohammed Smart University, Dubai, United Arab Emirates, Email: zafarimamkhan@gmail.com, https://orcid.org/0000 - 0003 - 2081 - 0951 Abstract The study explores the current state of artificial intelligence (AI) literacy levels among library professionals employing a quantitative approach consisting of 92 surveys of LIS professionals in the United Arab Emirates (UAE). Findings of the study reveal ed the presence of strong cognitive competencies, while there were gaps observed in behavioral and normative competencies, especially related to AI biases, AI - powered learning, and ethical considerations. There was a disconnect observed between the perceiv ed importance of AI skills and the effectiveness of the current training programs. Introduction Generative AI has created massive disruption in all sectors, such as manufacturing, services, agriculture, medicine, and education, and has transformed a range of operations and services. Libraries are transforming and gearing up to harness the power of AI, which can enhance efficiency, accessibility, and personalization of services; thereby reshaping the traditional library landscape. This transformation has been observed in several of the traditional library services as AI is automating routine tasks such as cataloguing and classification of collections, and enhancing search functionalities and information retrieval, thereby creating a much more accurate and organized library system while librarians have more time to focus on intellectually stimulating act ivities (Preethi, 2024). There is a race to integrate AI into library services at a global level, and this has presented both opportunities and challenges in terms of AI literacy among library professionals. AI literacy involves understanding of AI tools, their applications, and ethical considerations surrounding their use.

This chapter introduces the AI & Data Acumen Learning Outcomes Framework, a comprehensive tool designed to guide the integration of AI literacy across higher education. Developed through a collaborative process, the framework defines key AI and data-related competencies across four proficiency levels and seven knowledge dimensions. It provides a structured approach for educators to scaffold student learning in AI, balancing technical skills with ethical considerations and sociocultural awareness. The chapter outlines the framework's development process, its structure, and practical strategies for implementation in curriculum design, learning activities, and assessment. We address challenges in implementation and future directions for AI education. By offering a roadmap for developing students' holistic AI literacy, this framework prepares learners to leverage generative AI capabilities in both academic and professional contexts.

AI is transforming medical practice and redefining the competencies that future healthcare professionals need to master. Despite international recommendations, the integration of AI into Medicine curricula in Spain had not been systematically evaluated until now. A cross-sectional study (July-September 2025) including Spanish universities offering the official degree in Medicine, according to the 'Register of Universities, Centers and Degrees (Registro de Universidades, Centros y Títulos RUCT)'. Curricula and publicly available institutional documentation were reviewed to identify courses and competencies related to AI in the 2025-2026 academic year. The analysis was performed using descriptive statistics. Of the 52 universities analyzed, ten (19.2%) offer specific AI courses, whereas 36 (69.2%) include no related content. Most of the identified courses are elective, with a credit load ranging from three to six ECTS, representing on average 1.17% of the total 360 credits of the degree. The University of Jaén is the only institution offering a compulsory course with AI content. The territorial analysis reveals marked disparities: Andalusia leads with 55.5% of its universities incorporating AI training, while several communities lack any initiative in this area. The integration of AI into the medical degree in Spain is incipient, fragmented, and uneven, with a low weight in ECTS. The limited training load and predominance of elective courses restrict the preparation of future physicians to practice in a healthcare environment increasingly mediated by AI. The findings support the establishment of minimum standards and national monitoring of indicators.

Creative services teams increasingly rely on large language models (LLMs) to accelerate ideation, yet production systems often converge on homogeneous outputs that fail to meet brand or artistic expectations. Art of X developed persona-conditioned LLM agents -- internally branded as "Sparks" and instantiated through a library of role-inspired system prompts -- to intentionally diversify agent behaviour within a multi-agent workflow. This white paper documents the problem framing, experimental design, and quantitative evidence behind the Spark agent programme. Using an LLM-as-a-judge protocol calibrated against human gold standards, we observe a mean diversity gain of +4.1 points (on a 1-10 scale) when persona-conditioned Spark agents replace a uniform system prompt, narrowing the gap to human experts to 1.0 point. We also surface evaluator bias and procedural considerations for future deployments.

Conventional continual pretraining (CPT) for large language model (LLM) domain adaptation often suffers from catastrophic forgetting and limited domain capacity. Existing strategies adopt layer expansion, introducing additional trainable parameters to accommodate new knowledge. However, the uniform expansion and updates still entangle general and domain learning, undermining its effectiveness. Our pilot studies reveal that LLMs exhibit functional specialization, where layers and units differentially encode general-critical capabilities, suggesting that parameter expansion and optimization should be function-aware. We then propose ADEPT, Adaptive Expansion and Dynamic Decoupled Tuning for continual pretraining, a two-stage framework for domain-adaptive CPT. ADEPT first performs General-Competence Guided Selective Layer Expansion, duplicating layers least critical for the general domain to increase representational capacity while minimizing interference with general knowledge. It then applies Adaptive Unit-Wise Decoupled Tuning, disentangling parameter units within expanded layers according to their general-domain importance and assigning asymmetric learning rates to balance knowledge injection and retention. Experiments on mathematical and medical benchmarks show that ADEPT outperforms full-parameter CPT by up to 5.76% on the general domain and 5.58% on the target domain with only 15% of parameters tuned and less than 50% training time. Ablation studies, theoretical analysis, and extended investigations further demonstrate the necessity of targeted expansion and decoupled optimization, providing new principles for efficient and robust domain-adaptive CPT. Our code is open-sourced at https://github.com/PuppyKnightUniversity/ADEPT