Digital Absence in the Age of AI: Examining an Extremely Marginalized Community Through the Lens of Inclusivity and Structural Violence

Purpose: The general objective of this study was to explore Intellectual Property Rights in the era of Artificial Intelligence. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to Intellectual Property Rights in the era of Artificial Intelligence. Preliminary empirical review revealed that the era of Artificial Intelligence (AI) has significantly transformed the landscape of Intellectual Property Rights (IPR), presenting both opportunities and challenges. It highlighted that traditional IP laws are increasingly inadequate to address the complexities introduced by AI-generated content, necessitating a rethinking of existing frameworks. The study emphasized the need for recognizing AI's role in the creation of new works and inventions and the importance of developing balanced approaches to protect both human and AI contributions. Ethical considerations, such as accountability, transparency, and fairness, were also deemed crucial in ensuring responsible AI use. Overall, the study called for a comprehensive and proactive approach to integrate AI into IPR, ensuring robust protections while fostering innovation. Unique Contribution to Theory, Practice and Policy: The Technological Determinism Theory, Innovation Diffusion Theory and Legal Realism Theory may be used to anchor future studies on Intellectual Property Rights in the era of Artificial Intelligence. The study recommended revising existing IP laws to explicitly include AI-generated content and inventions, clarifying criteria for authorship and inventorship. It suggested expanding theoretical frameworks to accommodate AI contributions, emphasizing the collaborative nature of human and AI creativity. Practical measures, such as enhanced cybersecurity and legal safeguards for AI-generated trade secrets, were advised. Policy-wise, the study advocated for international cooperation to harmonize IP laws concerning AI. Developing ethical guidelines for responsible AI use and implementing education programs to inform stakeholders about AI and IP implications were also recommended. These measures aimed to create a balanced IP framework supporting innovation while protecting the rights of all stakeholders.

The advent of the era of artificial intelligence makes it possible for administrative subjects to use intelligent machines and systems to engage in administrative activities. Among them, the administrative discretion, which is the core of administrative law, is particularly concerned about the use of artificial intelligence. In the era of weak artificial intelligence, intelligent administrative discretion has been widely used in all aspects of administrative law enforcement, but there is a phenomenon that administrative subjects are negligent in exercising discretion. Looking forward to the era of strong artificial intelligence, artificial intelligence machines or systems may have the ability and power to independently exercise administrative discretion, but they cannot become the real administrative discretion subject. Intelligent administrative discretion is conducive to administrative efficiency and guarantees the fairness of administrative behavior, but it also faces legal risks such as unfair results of discretion, opaque algorithm settings, and weakening of government functions. Only by strengthening the legal basis, protecting the rights of the counterparty, improving the accuracy of the algorithm, and improving the status of the administrative subject can the administrative discretionary behavior under the background of artificial intelligence be effectively regulated.

This study explores pathways for optimizing university teaching management to enhance quality and efficiency in the era of artificial intelligence (AI). Utilizing literature review and inductive analysis, we collect and analyze relevant academic literature and policy documents to assess the current applications and challenges of AI in various aspects of university teaching management. A detailed examination reveals how AI influences the formulation of teaching plans, course scheduling, teaching evaluation, and student management. Our rigorous analysis indicates that AI can facilitate precise teaching plan development through data analytics, optimize resource allocation, enable intelligent teaching evaluations, and improve the specificity of student management. However, challenges such as high application costs, varying levels of teacher tech proficiency, and concerns over data security and privacy persist. the study concludes that universities should increase investments in AI technology, enhance teachers' digital literacy, and improve data security frameworks to better integrate AI into teaching management and drive the modernization of university education.

Chinese vocational colleges have carried out a series of innovative practical explorations in the application of artificial intelligence big models, the construction and teaching of artificial intelligence general courses, the digital transformation and upgrading of majors, the digitization and intelligence of practical training, the indicator system of teachers' digital literacy, and data-driven education governance and modernization, which have promoted the improvement of school management capabilities and the innovation of talent training models. In the future, vocational education can continue to apply artificial intelligence to enhance students' competitiveness in employment, promote balanced development of vocational education among regions in the era of intelligence, implement digital teaching methods for vocational education, develop a framework for cultivating digital craftsmen, and promote high-level development of vocational education in the era of artificial intelligence.

The study essentially aims to analyze the changes occurring within the practice of dakwah as a form of communicating Islamic messages in the era of digital technology and artificial intelligence. The practice of dakwah must retain its prophetic communication dimension even as it adjusts to new communication formats brought about by the digital era and artificial intelligence. This study employs a qualitative approach with a descriptive-analytical method. This method was chosen for its capacity to provide a profound understanding of complex phenomena within their contexts, aligned with the research objective to analyze the changes in communication patterns and their effects on dakwah practices. Data is gathered through documentation and observation of dakwah practices across various platforms and digital media. The study indicates that the shifts in dakwah communication patterns in the digital era and the advancement of artificial intelligence have significant and intricate impacts on the comprehensive communication of Islamic prophetic messages. Key points include: (1) Changes in the meaning and practice of dakwah depict a shift in focus from the spiritual and moral aspects to the dissemination of Islamic messages through technological platforms; (2) Changes in dakwah communication formats and platforms reflect the adaptation of preachers to digital trends and audience preferences; (3) The influence of social media in dakwah practices opens broad avenues for disseminating Islamic messages; (4) Artificial intelligence (AI) has notably contributed to presenting dakwah content to the public; (5) Normative dynamics in digital-era dakwah communication reveal the challenges in maintaining a balance between popularity and the integrity of religious teachings; (6) Ethical challenges and controversies in digital dakwah underscore the need to uphold moral and ethical values in religious communication; and (7) Education and supervision emerge as pivotal in addressing the challenges of digital dakwah. Content creators, preachers, and society at large must be equipped with a proper understanding of technology usage aligned with scholarly and ethical responsibility, ensuring that the conveyance of religious messages remains accurate, substantial, and consistent with Islamic values.

From the perspective of training mode, the focus of education in the era of artificial intelligence will shift from the current knowledge education and skill education to personalized, critical thinking training and other educational directions; the era of artificial intelligence will promote education to pay more attention to people, especially to people’s spiritual world and emotional communication. From the perspective of education subject, in the era of artificial intelligence, students need to adapt to the intelligent learning mode and the development of cloud computing, big data, artificial intelligence and other advanced technologies has made it possible for students to achieve self-learning and critical learning; the most important responsibility of teachers is no longer to teach knowledge, but more importantly to serve as life mentors for students, helping them train critical thinking and innovative thinking, discover their own advantages and realize the value of life; artificial intelligence makes the evaluation criteria change from the original result-oriented “single” evaluation to the comprehensive and process-oriented “multi-dimensional” evaluation, and from the focus only on knowledge imparting to the focus more on critical thinking and other comprehensive quality and ability cultivation.

The rise of artificial intelligence (AI) is transforming educational practices, particularly in assessment. While AI may support the students in idea generation and summarization of source materials, it also introduces challenges related to content validity, academic integrity, and the development of critical thinking skills. Educators need strategies to navigate these complexities and maintain rigorous, ethical assessments that promote higher order cognitive skills. This article provides practical guidance for educators on designing take-home assessments (e.g. research-based assignments) in the AI era. This guidance was developed through a collaborative, consensus-driven process involving a consortium of three educators with diverse academic backgrounds, career stages, and perspectives on AI in education. Members, holding experience in higher education across the United Kingdom, United States of America, Australia, and Middle East and North Africa regions, brought varied insights into AI's role in education. The team engaged in an iterative process of refining recommendations through biweekly virtual meetings and offline discussions. Four key recommendations are presented 1) codeveloping AI literacy among students and educators, 2) designing assessments that prioritize process over output, 3) validating learning through AI-free assessments, and 4) preparing students for AI-enhanced workplaces by developing AI communication skills and promoting human-AI collaboration. These strategies emphasize ethical AI use, personalized feedback, and creativity. By adopting these approaches, educators can balance the benefits and risks of AI in assessments, fostering authentic learning while preparing students for the challenges of an AI-driven world.NEW & NOTEWORTHY This paper presents a framework to effectively design take-home assessments in the generative artificial intelligence (AI) era with four key recommendations to navigate the challenges and opportunities posed by generative AI. From codeveloping AI literacy to fostering human-AI collaboration, the strategies empower educators to promote authentic learning, critical thinking, and ethical AI use. Adaptable to various contexts, these insights help prepare students for an AI-driven future while maintaining academic rigor and integrity.

As human society steps into the era of artificial intelligence, artificial intelligence has a profound impact on education, which provides necessary conditions and have new requirements for the innovation of foreign language teaching. The innovation of foreign language teaching in the era of artificial intelligence is mainly reflected in four aspects: the innovation of educational organization form, the innovation of education and teaching mode, the innovation of teachers’ skills and concepts, and the innovation of teaching resources selection and application. To improve the level of campus intelligence, to carry out highly customized learning, to create a smart classroom, and to establish a collaborative relationship between teachers and artificial intelligence are the ways and methods of foreign language teaching innovation. In this process, society, schools, teachers and students should cooperate well and work closely to create a better and new situation of foreign language teaching in the era of artificial intelligence.

Artificial intelligence constantly puts forward new and sensitive requirements for the knowledge transmission of law discipline, focusing on the development and reform of legal education mode in the era of artificial intelligence, and realizing the perfect integration of artificial intelligence and law. The network teaching caused by novel coronavirus epidemic is changing the teaching methods of teachers and the learning methods of students, especially the influence on the education mode of law major. In the era of artificial intelligence, legal talents should pay close attention to the social reality and actively respond to the great challenges and opportunities given by artificial intelligence and other emerging technologies. With the popularization of network education, its own shortcomings have gradually emerged. This paper investigates the views of law students on the network teaching effect of law major in the era of artificial intelligence through questionnaire survey, and summarizes the survey data to find out the shortcomings of the network teaching model. Aiming at the existing problems, this paper puts forward some innovative strategies, such as establishing a normal crisis coping mechanism, selecting ways to stimulate students' interest in learning and implementing teaching, and establishing a diversified teaching system, in the hope of improving the online teaching of law major.

Improved access to generative Artificial Intelligence (AI) platforms and technologies has prompted greater awareness of their potential application in health communication. This workshop will examine this potential alongside the practical challenges and risks of using generative AI in health communication in the broader context of the European Union AI Act. The workshop will explore the implications for the concept of digital health literacy in ways that reduce or mitigate existing digital health inequities across and within Europe. Chatbots and conversational AI platforms such as ChatGPT have opened opportunities for people to find, understand and use health information in significantly different ways. Public health professionals are already using these technologies to simplify health and medical information and to make it available in different languages. AI assisted technologies are also being used to create interactive and engaging learning experiences that provide the public with real-time feedback and insights about their health as well as prompting and reinforcing actions they can take to improve health. These developments have fundamental implications for our understanding of digital health literacy and the methods we use to support people in optimising the potential benefits of AI. Different communities in Europe vary considerably in their - access to digital technology, - skills to discriminate the accuracy and reliability of information, and - trust and responsiveness to what digital technologies have to offer. Building these fundamental digital health literacy skills is a critical priority if we are to ensure that all people benefit equitably from the potential offered by AI. Those of us engaged in improving health literacy have an important role to play in influencing the future direction of AI in health communication, including and especially by engaging in research and development activities that build evidence of effectiveness and support the development of digital health literacy skills in parallel with the expansion of access to AI-assisted digital technologies. The workshop chairs will provide introductory and summary remarks, moderate the panel discussion, and facilitate audience participation in the workshop. The individual panel members will make 3-minute introductions to key issues from different perspectives on the emerging practical applications of generative AI in health communication as well as the implications for strategies to improve digital health literacy in different population groups. The panel is made up of individuals in different roles and at different career stages who can offer complementary perspectives on these issues. Following the presentations, the co-chair will present some follow-up questions to the Panel before engaging directly with the workshop attendees for an open but structured discussion scheduled to last for 30 minutes of the Workshop. Key messages • We will examine how generative artificial intelligence has opened new both new opportunities and risks in the ways people find, understand and use health information. • We will consider how we can optimise the benefits of generative AI in a way that is equitable through the development of digital health literacy within and between communities in Europe. Speakers/panelists Catherine Jenkins London South Bank University, London, UK Diane Levin-Zamir Tel Aviv University, Tel Aviv, Israel Christopher Le Inland Norway University of Applied Sciences, Innlandet, Norway Miguel Telo de Arriaga Direção-Geral da Saúde, Lisbon, Portugal

Firstly, this paper expounds the new development trend of modern logistics industry, then elaborates on the modern logistics management specific presentations in artificial intelligence era, which includes cost refined management, making operation personnel better educated, informationizing front-line storage area, dealing with information intelligently. What ’ s more, it analyses the innovation ways of modern logistics management in artificial intelligence era, which include updating cost management mode, improving the coordination of operation personnel, informationizing front-line homework in storage area and dealing with logistics information intelligently. After that the paper analyses the specific innovation direction of modern logistics in the era of artificial intelligence, including the innovation of modern logistics cost management, modern logistics personnel management, organization structure of modern logistics and information management innovation between modern logistics and enterprises and other customers. Finally, the realization method of modern logistics management mode innovation in the era of artificial intelligence is expounded, including cost management throughout the whole process of modern logistics, further promoting human resources development of logistics enterprises, updating the structure of traditional logistics business departments and establishing and improving logistics information management platform. In the era of artificial intelligence, the operation and management mode of modern logistics industry are different from the past. So, modern logistics management mode should be further innovated and improved

With the recent development of artificial intelligence technology such as ChatGPT, various discussions have been raised regarding writing education in the era of artificial intelligence. Therefore, this study aims to explore the direction of writing education from the perspective of transformative competencies. To this end, this study examined the meaning of transformative competencies presented in the OECD's Future of Education and Skills 2030 Project and suggested the direction in which writing education in the era of artificial intelligence should be heading.The ‘transformative competencies’ presented in the OECD's Future of Education and Skills 2030 Project focuses on the ability of humans to do better when matched against artificial intelligence. In the future society, it is necessary to be able to cope with fluctuating and uncertain situations by having a flexible attitude toward new technologies and an attitude that encourages the continuous acquirement of new knowledge or skills through transformative competencies.Based on transformative competencies, this study set the direction of writing education in the age of artificial intelligence as ‘creative writing to create new values’, ‘practical writing for individuals and communities’, and ‘heuristic writing to awaken a sense of good writing and responsibility’. The direction of writing education in this era of artificial intelligence is not limited to the education of required college writing subjects, but is also the direction of overall college education as well as that of the humanities. Through the establishment of this direction, writing education should be aimed at actively responding to changes in the future era of artificial intelligence, while still allowing students to maintain certain human qualities.

Against the backdrop of rapid advancement in information technology and artificial intelligence, various technologies have been widely applied across multiple industries, demonstrating significant value. Influenced by the era of artificial intelligence, the teaching and learning methods in the university have been continuously evolving, providing new opportunities for teaching in the new era. Taking college English teaching as an example, this paper analyzes the construction issues of ecological teaching models for college English in the era of artificial intelligence. By examining the current application status of ecological teaching models and college English ecological teaching models, the paper focuses on analyzing the key points in building ecological teaching models for college English in the era of artificial intelligence to better adapt to the development of the era of artificial intelligence, guide new approaches to college English teaching, and enhance the effectiveness of English education.

With the development of science and technology, artificial intelligence technology is gradually improving. At present, artificial intelligence has become an important trend in the development of science and technology. The emergence of the era of artificial intelligence brings great opportunities and challenges to enterprises. Under the background of artificial intelligence, the personnel composition and working mode of enterprises will also change greatly, which means that the management mode of enterprises also needs to be changed accordingly. Based on this, starting from the development trend of artificial intelligence, this paper analyzes the logical framework of enterprise management reform in the era of artificial intelligence, hoping to provide some reference for enterprise management, so as to promote the development of Chinese enterprises in the era of artificial intelligence.

With the rapid development of the Internet, the era of artificial intelligence has become a trend in today's society, ushering in an intelligent revolution in various industries. The advent of the era of artificial intelligence has laid a solid information foundation and environmental support for the development and progress of the information age, which will greatly impact the traditional working methods and approaches of financial accountants. Basic and repetitive tasks such as issuing invoices and expense reimbursement approvals can be replaced by intelligent machines, allowing financial professionals to focus more on management accounting. The application of artificial intelligence technology can not only improve the efficiency of financial accountants, but also promote the transition from financial accounting to management accounting. Therefore, how to utilize artificial intelligence to assist financial professionals in management accounting work is an inevitable requirement for the development of the intelligent era, which presents more demands for management accounting. Based on this background, the development process of enterprises needs to transform the financial management model, enabling the technical aspects of data collection and organization to move towards more advanced and efficient directions. This article analyzes and studies the strategies for using artificial intelligence to help financial accountants acquire management accounting capabilities, achieve the transformation of financial professionals into management accountants, and provide support for the development of enterprises in the era of artificial intelligence.