As artificial intelligence (AI) systems permeate critical sectors, the need for professionals who can address ethical, legal and governance challenges has become urgent. Current AI ethics education remains fragmented, often siloed by discipline and disconnected from practice. This paper synthesizes literature and regulatory developments to propose a modular, interdisciplinary curriculum that integrates technical foundations with ethics, law and policy. We highlight recurring operational failures in AI - bias, misspecified objectives, generalization errors, misuse and governance breakdowns - and link them to pedagogical strategies for teaching AI governance. Drawing on perspectives from the EU, China and international frameworks, we outline a semester plan that emphasizes integrated ethics, stakeholder engagement and experiential learning. The curriculum aims to prepare students to diagnose risks, navigate regulation and engage diverse stakeholders, fostering adaptive and ethically grounded professionals for responsible AI governance.

This study examined whether embedding LLM-guided reflection prompts in an interactive AI-generated podcast improved learning and user experience compared to a version without prompts. Thirty-six undergraduates participated, and while learning outcomes were similar across conditions, reflection prompts reduced perceived attractiveness, highlighting a call for more research on reflective interactivity design.

While Generative AI has demonstrated strong potential and versatility in content generation, its application to educational contexts presents several challenges. Models often fail to align with curriculum standards and maintain grade-appropriate reading levels consistently. Furthermore, STEM education poses additional challenges in balancing scientific explanations with everyday language when introducing complex and abstract ideas and phenomena to younger students. In this work, we propose COGENT, a curriculum-oriented framework for generating grade-appropriate educational content. We incorporate three curriculum components (science concepts, core ideas, and learning objectives), control readability through length, vocabulary, and sentence complexity, and adopt a ``wonder-based'' approach to increase student engagement and interest. We conduct a multi-dimensional evaluation via both LLM-as-a-judge and human expert analysis. Experimental results show that COGENT consistently produces grade-appropriate passages that are comparable or superior to human references. Our work establishes a viable approach for scaling adaptive and high-quality learning resources.

We observe that current state-of-the-art (SOTA) methods suffer from the performance imbalance issue when performing multi-task reinforcement learning (MTRL) tasks. While these methods may achieve impressive performance on average, they perform extremely poorly on a few tasks. To address this, we propose a new and effective method called STARS, which consists of two novel strategies: a shared-unique feature extractor and task-aware prioritized sampling. First, the shared-unique feature extractor learns both shared and task-specific features to enable better synergy of knowledge between different tasks. Second, the task-aware sampling strategy is combined with the prioritized experience replay for efficient learning on tasks with poor performance. The effectiveness and stability of our STARS are verified through experiments on the mainstream Meta-World benchmark. From the results, our STARS statistically outperforms current SOTA methods and alleviates the performance imbalance issue. Besides, we visualize the learned features to support our claims and enhance the interpretability of STARS.

Education systems are dynamically changing to accommodate technological advances, industrial and societal needs, and to enhance students' learning journeys. Curriculum specialists and educators constantly revise taught subjects across educational grades to identify gaps, introduce new learning topics, and enhance the learning outcomes. This process is usually done within the same subjects (e.g. math) or across related subjects (e.g. math and physics) considering the same and different educational levels, leading to massive multi-layer comparisons. Having nuanced data about subjects, topics, and learning outcomes structured within a dataset, empowers us to leverage data science to better understand the progression of various learning topics. In this paper, Bidirectional Encoder Representations from Transformers (BERT) topic modeling was used to extract topics from the curriculum, which were then used to identify relationships between subjects, track their progression, and identify conceptual gaps. We found that grouping learning outcomes by common topics helped specialists reduce redundancy and introduce new concepts in the curriculum. We built a dashboard to avail the methodology to curriculum specials. Finally, we tested the validity of the approach with subject matter experts.

Thanks to ever-advancing technology, educators now have access to incredibly useful tools that are more effective than anything they've ever had access to before. Augmented Reality (AR) is just one of the forms of technology that teachers are now using in their classrooms, and it's truly making a huge difference in the way that they teach and the way that their students are learning. AR is highly motivating and engaging. It's been found to be an incredibly effective way to teach students about highly advanced technological processes, such as STEM and coding; plus, it makes the process of learning this information faster and more fun. Add to that the fact that students are able to retain the information they are presented with via augmented technology and it's easy to see how it's changing the shape of learning.

Personalization and active learning are key aspects to successful learning. These aspects are important to address in intelligent educational applications, as they help systems to adapt and close the gap between students with varying abilities, which becomes increasingly important in the context of online and distance learning. We run a comparative head-to-head study of learning outcomes for two popular online learning platforms: Platform A, which follows a traditional model delivering content over a series of lecture videos and multiple-choice quizzes, and Platform B, which creates a personalized learning environment and provides problem-solving exercises and personalized feedback. We report on the results of our study using pre- and post-assessment quizzes with participants taking courses on an introductory data science topic on two platforms. We observe a statistically significant increase in the learning outcomes on Platform B, highlighting the impact of well-designed and well-engineered technology supporting active learning and problem-based learning in online education. Moreover, the results of the self-assessment questionnaire, where participants reported on perceived learning gains, suggest that participants using Platform B improve their metacognition.

It has long been recognized that academic success is a result of both cognitive and non-cognitive dimensions acting together. Consequently, any intelligent learning platform designed to improve learning outcomes (LOs) must provide actionable inputs to the learner in these dimensions. However, operationalizing such inputs in a production setting that is scalable is not trivial. We develop an Embibe Score Quotient model (ESQ) to predict test scores based on observed academic, behavioral and test-taking features of a student. ESQ can be used to predict the future scoring potential of a student as well as offer personalized learning nudges, both critical to improving LOs. Multiple machine learning models are evaluated for the prediction task. In order to provide meaningful feedback to the learner, individualized Shapley feature attributions for each feature are computed. Prediction intervals are obtained by applying non-parametric quantile regression, in an attempt to quantify the uncertainty in the predictions. We apply the above modelling strategy on a dataset consisting of more than a hundred million learner interactions on the Embibe learning platform. We observe that the Median Absolute Error between the observed and predicted scores is 4.58% across several user segments, and the correlation between predicted and observed responses is 0.93. Game-like what-if scenarios are played out to see the changes in LOs, on counterfactual examples. We briefly discuss how a rational agent can then apply an optimal policy to affect the learning outcomes by treating the above model like an Oracle.

Building Deep Learning Models with TensorFlow In this course you'll use TensorFlow library to apply deep learning to different data types in order to solve real world problems. Learning Outcomes: After completing this course, learners will be able to: • explain foundational TensorFlow concepts such as the main functions, operations and the execution pipelines. The majority of data in the world is unlabeled and unstructured. Shallow neural networks cannot easily capture relevant structure in, for instance, images, sound, and textual data. Deep networks are capable of discovering hidden structures within this type of data.