This chapter addresses the citizenship challenges related to AI in education, particularly concerning students, teachers, and other educational stakeholders in the context of AI integration. We first explore how to foster AI awareness and education, along with various strategies to promote a socio-critical approach to AI training, aiming to identify relevant and ethical uses to prioritise. In the second part, we discuss critical thinking and computational thinking skills that can be mobilised within certain AI-supported educational activities, depending on the degree of creative and transformative engagement those activities require.

Ahead of the 21st Bafta games awards this April, the institution is running a public survey asking people to nominate the most influential video game of all time. As the survey points out, this is an open-ended question: early, groundbreaking titles such as Space Invaders and Pong regularly crop up as answers because they helped write the rules of the form, but on a personal level, the right game at the right time can be exceptionally influential, too. For players, it's often the games that made us feel differently about what games could do that feel the most influential. For a game designer, a film director, a writer or a musician, one particular game might inspire a whole creative era. Inspired by Bafta's survey, we asked people from across games and culture for their most influential game – and not one name cropped up twice.

Helicopters and drones have been used to try and trace the location of the three climbers, who set out to climb Mt Cook on Saturday. Ms Walker said drone footage showed evidence of where the climbers had begun to cross the slopes below the Zurbriggen Ridge. This included footprints and equipment, including clothes and energy gels, which are thought to have belonged to the men. Scaling Mt Cook via the Zurbriggen Ridge is a Grade Four climb, according to New Zealand alpine group Climb NZ. This mean that it requires "sound mountaineering judgement and experience". Both Blair and Romero are said to have been experienced climbers.

Radio map estimation (RME) involves spatial interpolation of radio measurements to predict metrics such as the received signal strength at locations where no measurements were collected. The most popular estimators nowadays project the measurement locations to a regular grid and complete the resulting measurement tensor with a convolutional deep neural network. Unfortunately, these approaches suffer from poor spatial resolution and require a great number of parameters. The first contribution of this paper addresses these limitations by means of an attention-based estimator named Spatial TransfOrmer for Radio Map estimation (STORM). This scheme not only outperforms the existing estimators, but also exhibits lower computational complexity, translation equivariance, rotation equivariance, and full spatial resolution. The second contribution is an extended transformer architecture that allows STORM to perform active sensing, by which the next measurement location is selected based on the previous measurements. This is particularly useful for minimization of drive tests (MDT) in cellular networks, where operators request user equipment to collect measurements. Finally, STORM is extensively validated by experiments with one ray-tracing and two real-measurement datasets.

Artificial intelligence has accelerated innovations in different aspects of citizens' lives. Many contexts have already addressed technology-enhanced learning, but educators at different educational levels now need to develop AI literacy and the ability to integrate appropriate AI usage into their teaching. We take into account this objective, along with the creative learning design, to create a formative intervention that enables preservice teachers, in-service teachers, and EdTech specialists to effectively incorporate AI into their teaching practices. We developed the formative intervention with Terra Numerica and Maison de l'Intelligence Artificielle in two phases in order to enhance their understanding of AI and foster its creative application in learning design. Participants reflect on AI's potential in teaching and learning by exploring different activities that can integrate AI literacy in education, including its ethical considerations and potential for innovative pedagogy. The approach emphasises not only acculturating professionals to AI but also empowering them to collaboratively design AI-enhanced educational activities that promote learner engagement and personalised learning experiences. Through this process, participants in the workshops develop the skills and mindset necessary to effectively leverage AI while maintaining a critical awareness of its implications in education.

The rapid advancement of artificial intelligence (AI) has brought significant challenges to the education and workforce skills required to take advantage of AI for human-AI collaboration in the workplace. As AI continues to reshape industries and job markets, the need to define how AI literacy can be considered in lifelong learning has become increasingly critical (Cetindamar et al., 2022; Laupichler et al., 2022; Romero et al., 2023). Like any new technology, AI is the subject of both hopes and fears, and what it entails today presents major challenges (Cugurullo \& Acheampong, 2023; Villani et al., 2018). It also raises profound questions about our own humanity. Will the machine surpass the intelligence of the humans who designed it? What will be the relationship between so-called AI and our human intelligences? How could human-AI collaboration be regulated in a way that serves the Sustainable Development Goals (SDGs)? This paper provides a review of the challenges of lifelong learning in the era of AI from a computational thinking, critical thinking, and creative competencies perspective, highlighting the implications for management and leadership in organizations.

Content assessment has broadly improved in e-learning scenarios in recent decades. However, the eLearning process can give rise to a spatial and temporal gap that poses interesting challenges for assessment of not only content, but also students' acquisition of core skills such as self-regulated learning. Our objective was to discover students' self-regulated learning processes during an eLearning course by using Process Mining Techniques. We applied a new algorithm in the educational domain called Inductive Miner over the interaction traces from 101 university students in a course given over one semester on the Moodle 2.0 platform. Data was extracted from the platform's event logs with 21629 traces in order to discover students' self-regulation models that contribute to improving the instructional process. The Inductive Miner algorithm discovered optimal models in terms of fitness for both Pass and Fail students in this dataset, as well as models at a certain level of granularity that can be interpreted in educational terms, which are the most important achievement in model discovery. We can conclude that although students who passed did not follow the instructors' suggestions exactly, they did follow the logic of a successful self-regulated learning process as opposed to their failing classmates. The Process Mining models also allow us to examine which specific actions the students performed, and it was particularly interesting to see a high presence of actions related to forum-supported collaborative learning in the Pass group and an absence of those in the Fail group.

Proteins were made in a laboratory by a completely autonomous robot.Credit: Panther Media GmbH/Alamy A'self-driving' laboratory comprising robotic equipment directed by a simple artificial intelligence (AI) model successfully reengineered enzymes without any input from humans -- save for the occasional hardware fix. "It is cutting-edge work," says Héctor García Martín, a physicist and synthetic biologist at Lawrence Berkeley National Laboratory in Berkeley, California. "They are fully automating the whole process of protein engineering." Self-driving labs meld robotic equipment with machine-learning models capable of directing experiments and interpreting results to design new procedures. The hope, say researchers, is that autonomous labs will turbo-charge the scientific process and come up with solutions that humans might not have thought of on their own.

In late August 1993, a young programmer named Dave Taylor walked into an office block on the Lyndon B Johnson freeway in Mesquite, Texas, to start a new job. The building had a jet black glass exterior and sat utterly incongruent amid acres of car parks, single-storey industrial units and strip malls. Game designer Sandy Petersen called it the Devil's Rubik's Cube. Taylor's new workplace was on the sixth floor in office 615. The carpets, he discovered, were stained with spilled soda, the ceiling tiles yellowed by water leaks from above.

This article explores the ethical problems arising from the use of ChatGPT as a kind of generative AI and suggests responses based on the Human-Centered Artificial Intelligence (HCAI) framework. The HCAI framework is appropriate because it understands technology above all as a tool to empower, augment, and enhance human agency while referring to human wellbeing as a grand challenge, thus perfectly aligning itself with ethics, the science of human flourishing. Further, HCAI provides objectives, principles, procedures, and structures for reliable, safe, and trustworthy AI which we apply to our ChatGPT assessments. The main danger ChatGPT presents is the propensity to be used as a weapon of mass deception (WMD) and an enabler of criminal activities involving deceit. We review technical specifications to better comprehend its potentials and limitations. We then suggest both technical (watermarking, styleme, detectors, and fact-checkers) and non-technical measures (terms of use, transparency, educator considerations, HITL) to mitigate ChatGPT misuse or abuse and recommend best uses (creative writing, non-creative writing, teaching and learning). We conclude with considerations regarding the role of humans in ensuring the proper use of ChatGPT for individual and social wellbeing.