Gendered Response to Artificial Intelligence (AI) in Modern Linguistics: Evaluating the Perspectives of Senior Lecturers on Technological Innovations

Artificial intelligence (AI) is rapidly transforming society and industries, presenting both opportunities and ethical challenges. AI enables machines to perform tasks traditionally done by humans, such as natural language processing, pattern recognition, decision-making, and problem-solving (Brookings, 2023). In education, AI enhances teaching methodologies, student assessment, and administrative tasks through tools like intelligent tutoring systems, adaptive learning platforms, and educational chatbots. These tools offer customised learning experiences, immediate feedback, and data-driven insights. This research aims to investigate how AI can be leveraged within education to promote social good by identifying how familiar educators and students are with AI tools, identify how educators and students perceive the role of AI in education and what are the current applications of AI technologies in educational settings and how widely are they used. Finally, discuss the opportunities and ethical considerations of integrating AI in education. AI technologies can address critical social challenges such as inequality, accessibility, and personalised learning. According to Luckin et al. (2016), "AI can provide tailored educational experiences that adapt to individual learning needs, thus promoting equity in education." This exploratory research begins with an overview of AI's role and tools in education, followed by a discussion of the challenges, opportunities, and ethical considerations associated with AI integration. Understandings are drawn from educator’s response to a questionnaire and a focus group with first year and final-year third level students. This qualitative data, analysed using NVivo software, reveals key themes and significant findings on effectively utilising AI in education.

Artificial Intelligence (AI) is revolutionizing the field of health sciences, reshaping how we teach, learn, and practice medicine. As AI technologies become increasingly integrated into healthcare systems, their impact on health sciences education cannot be overstated. From personalized learning experiences to advanced diagnostic training, AI is poised to enhance the quality and accessibility of education for future healthcare professionals. However, this transformation also raises critical questions about ethics, equity, and the future role of educators in an AI-driven world. The transformative role of Artificial Intelligence (AI) in health sciences education is increasingly recognized as a pivotal factor in shaping the future of medical training and practice. As AI technologies continue to evolve, their integration into educational curricula presents both opportunities and challenges that must be carefully navigated to enhance the learning experience for future healthcare professionals. One of the most significant contributions of AI to health sciences education is its ability to personalize learning. Traditional teaching methods often follow a one-size-fits-all approach, which can leave some students struggling to keep up while others are not sufficiently challenged. AI-powered platforms, such as adaptive learning systems, analyze individual student performance and tailor content to meet their unique needs. For example, tools like Osmosis and AMBOSS use AI to provide customized study plans, ensuring that students focus on areas where they need the most improvement (Topol, 2019). This personalized approach not only improves learning outcomes but also fosters a more inclusive educational environment. AI is also transforming clinical training by simulating real-world scenarios. Virtual patient simulations, powered by AI, allow students to practice diagnosing and treating conditions in a risk-free environment. These simulations can replicate rare or complex cases that students might not encounter during their clinical rotations. For instance, platforms like Touch Surgery and SimX use AI to create immersive surgical and emergency care simulations, providing students with hands-on experience before they enter the operating room (McGaghie et al., 2011). Such tools bridge the gap between theory and practice, preparing students for the complexities of modern healthcare. Moreover, AI is enhancing the role of educators by automating administrative tasks and providing data-driven insights into student performance. Grading, attendance tracking, and even curriculum design can be streamlined using AI, allowing educators to focus on mentoring and engaging with students. AI-driven analytics can also identify at-risk students early, enabling timely interventions to support their academic success (Wartman & Combs, 2018). By augmenting the capabilities of educators, AI empowers them to deliver more impactful and student-centered teaching. AI's potential to revolutionize health sciences education lies in its ability to personalize learning experiences and improve educational outcomes. For instance, AI-driven tools can facilitate realistic simulations and automated assessments, allowing students to engage in practical scenarios that mimic real-world clinical situations (Santos & Lopes, 2024). This capability not only enhances the learning process but also prepares students for the complexities of patient care in a technology-driven environment (Grunhut et al., 2022). Furthermore, the incorporation of AI into curricula can foster critical thinking and decision-making skills, essential for navigating the ethical dilemmas that arise in medical practice (Grunhut et al., 2022). Despite the promising applications of AI in education, the integration of these technologies into medical curricula has been slow. A scoping review highlighted that many medical schools have yet to adopt AI training, primarily due to a lack of systematic evidence supporting its implementation (Lee et al., 2021). Additionally, concerns regarding data protection and the ethical implications of AI use in healthcare education have been raised, indicating a need for comprehensive AI education that addresses these issues (Veras et al., 2023; Frehywot & Vovides, 2023). Students have expressed a desire for more robust training in AI, emphasizing the importance of understanding its role in healthcare delivery and decision-making processes (Ahmad et al., 2023; Derakhshanian et al., 2024). Moreover, the rapid advancement of AI technologies necessitates continuous curriculum updates to keep pace with emerging trends. As noted in recent literature, the integration of AI into biomedical science curricula should include subjects related to informatics, data sciences, and digital health (Sharma et al., 2024). This approach not only equips students with the necessary skills to utilize AI effectively but also prepares them for the evolving landscape of healthcare, where AI will play an integral role in diagnostics, treatment personalization, and patient management (Santos & Lopes, 2024; Secinaro et al., 2021). However, the implementation of AI in health sciences education is not without challenges. Ethical considerations surrounding AI's impact on healthcare equity and the potential for bias in AI algorithms must be addressed (Frehywot & Vovides, 2023; Han et al., 2019). Ensuring that AI technologies are used responsibly and equitably in education and practice is crucial to avoid exacerbating existing disparities in healthcare access and outcomes (Rigby, 2019). Furthermore, the lack of faculty expertise in AI poses a significant barrier to its integration into medical education, highlighting the need for targeted training and resources for educators (Derakhshanian et al., 2024). However, the integration of AI into health sciences education is not without challenges. Ethical concerns, such as data privacy and algorithmic bias, must be addressed to ensure that AI tools are used responsibly. Additionally, there is a risk of over-reliance on AI, potentially undermining the development of critical thinking and clinical judgment skills. Educators must strike a balance between leveraging AI’s capabilities and preserving the human elements of teaching and learning. Equity is another pressing issue. While AI has the potential to democratize education, access to these technologies remains uneven. Institutions in low-resource settings may struggle to adopt AI-driven tools, exacerbating existing disparities in global health education. Policymakers and educators must work together to ensure that the benefits of AI are accessible to all, regardless of geographic or socioeconomic barriers. In conclusion, AI is a powerful tool that holds immense promise for transforming health sciences education. By personalizing learning, enhancing clinical training, and supporting educators, AI can help prepare the next generation of healthcare professionals to meet the demands of an increasingly complex healthcare landscape. However, its integration must be guided by ethical principles and a commitment to equity, However, the successful integration of AI into educational curricula requires a concerted effort to address ethical concerns, update training programs, and equip both students and faculty with the necessary knowledge and skills. As the healthcare landscape continues to evolve, embracing AI in education will be essential for fostering a new generation of healthcare providers who are adept at leveraging technology to improve patient care. As we embrace this technological revolution, we must remember that AI is not a replacement for human expertise but a complement to it. The future of health sciences education lies in the synergy between human ingenuity and artificial intelligence.

The acceptance of technology at the higher educational level has been a significant discussion, with little attention on the gender dynamics on the acceptance of artificial intelligence (AI ) tools by senior lecturers. This study delved into a detailed analysis of the gender dynamics in the discussion of technology acceptance mainly AI tools, in foreign language (FL) education. Quantitative study approach was adopted in the process, and survey design was implemented. Data was collected using structured digital questionnaire, based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. A total of ninety-five (95) male senior lecturers and one hundred and three (103) female senior lecturers participated in the study. Analysis was conducted using relevant statistical measures. The results showed disparities in the attitudes and views of senior lecturers towards artificial intelligence (AI) technologies in the context of FL education, greatly influenced by gender. In relation to usage, male senior lecturers have higher positive reactions (61.06%) in comparison to their female counterparts (46.6%). However, in relation to the assumption that AI technologies improve the performance of learners, 69% of male senior lecturers agree with this notion, but a substantially greater percentage of 72.81% of female senior lecturers hold the same perspective. Moreover, there exists a little disparity in the level of proficiency in using AI technologies across genders. Specifically, 56.84% of male senior lecturers see it as uncomplicated, while 61.16% of their female counterparts share the same sentiment. The gender discrepancy that is most notable pertains to the perceived level of ease in using artificial intelligence (AI) technologies during foreign language (FL) lessons. The data reveals that a majority of male senior lecturers, calculated as 69.48%, see the use of these tools very easy. In contrast, a much higher proportion of female senior lecturers, 86.41%, share the same perception. This discrepancy highlights a notable disparity in confidence levels between the two genders. These results together emphasise the changing gender dynamics in the acceptance of technology, interrogating conventional assumptions and underscoring the need for customised support systems to guarantee fair and efficient integration of artificial intelligence (AI) technologies in foreign language instruction among senior lecturers.

Introduction. Modern artificial intelligence (AI) tools have significant didactic potential, allowing to transfer the learning process to a higher level in terms of solving cognitive tasks. At the same time, the degree and scope of AI implementation in the educational process will largely depend on the ability of teachers to integrate AI tools into the traditional process of teaching disciplines. Natural use of AI in pre-service teacher education programs is possible, on the one hand, by integrating AI into the practice of teaching students specialized disciplines, practical and research work at the university, and on the other hand, by developing students' competence in the field of teaching methods based on AI. The purpose of the study is to develop a structural model of pre-service teacher training based on AI technologies. Materials and methods. The following research methods were applied in the study: analysis of pedagogical and methodological literature on the integration of AI into education in general and teacher training in particular, a students’ survey on their experience in using AI while studying at the university. The materials used included academic papers (Articles and Reviews) from scientific journals indexed in the Web of Science (Core Collection) and Scopus (Q1, Q2). An online survey was conducted to determine in which disciplines and within which types of activities students currently use AI. The participants were 2nd–4th years students (N=245) enrolled in teacher training program at Derzhavin Tambov State University (Russian Federation). KEYWORDS Research results. A structural model of pre-service teacher training based on AI technologies has been developed. It includes five blocks: a) specialized disciplines; b) methodological disciplines; c) psychological and pedagogical disciplines and “Digital department” courses; d) internship at school; e) research. Within a specific discipline of each block, certain AI tools are used to solve educational and research goals. The survey showed the degree of total vs. authorized use of AI by students in the educational process: 73.4% vs. 19.6% of respondents, respectively, use AI tools in the study of specialized disciplines, 22.3% vs. 22.3% – when studying methodological disciplines, 7.5% vs. 0.4% – when studying psychology and pedagogy, 15.2% vs. 15.2% – during internship at schools and 89.4% vs. 4.2% – in research. The level of authorized use of AI in the educational process was very low. Conclusion. The novelty of the study is in the development of a universal structural model of pre-service teacher training based on AI technologies. It can serve as a basis for the development of particular models of pre-service teacher training with one or several training profiles in pedagogical universities.

Purpose This study examines how secondary school administrators can lead ethical artificial intelligence (AI) integration within environments demanding technological innovation and educational value preservation. Design/methodology/approach The study conducted a scoping review of literature (2018–2025) to analyze administrative functions across four established leadership dimensions: instructional, managerial, strategic, and relational. Sources were obtained from academic databases and grey literature, with 21 sources selected based on relevance to secondary education and administrative practice. Analysis is grounded in foundational leadership scholarship while examining contemporary AI integration challenges. Findings The analysis reveals a misalignment between AI's most frequent use (relational leadership functions) and where it may be most appropriately suited (managerial and strategic functions). AI integration creates distinct opportunities and risks across each leadership dimension, with equity concerns emerging consistently. Communication represents the primary AI use, despite being the most fundamentally human aspect of educational leadership. Cognitive offloading risks emerge when administrators delegate critical thinking tasks to AI systems, potentially attenuating leadership capabilities essential for educational effectiveness. Research limitations/implications This study relies on secondary data collection and English-language sources, creating Western-centric bias and limiting generalizability beyond North American contexts. The corpus of 21 sources reflects the nascent research state in this emerging field. The rapid evolution of AI capabilities means current findings may prove transitional as technology advances. Future empirical research should examine long-term cognitive effects of AI reliance on administrators, stakeholder trust implications when AI-mediated communications are detected, differential equity impacts across diverse school communities, cross-cultural implementation patterns, and effectiveness of hybrid governance approaches for AI integration in educational leadership. Practical implications Findings support implementing hybrid governance models that combine regulatory oversight with participatory decision-making between administrators and stakeholders. Professional development programs must balance AI literacy training with preserving human capabilities essential for authentic educational leadership. Administrator preparation programs require redesign to address cognitive offloading risks while maintaining relationship-building and cultural competence development. Educational leaders should prioritize AI applications in managerial and strategic functions while preserving human judgment in relational leadership contexts. Policy frameworks must address equity concerns and provide guidance for schools serving vulnerable populations who currently receive less AI implementation support. Social implications AI implementation without critical examination risks amplifying existing educational inequities, particularly affecting Indigenous, newcomer, and racialized communities. Democratic participation in AI boundary-setting becomes essential for maintaining institutional trust and stakeholder engagement. The misalignment between AI deployment and appropriate applications threatens the relational foundations of effective educational leadership. Originality/value The study provides the first systematic examination of AI integration across established educational leadership dimensions in secondary school contexts, addressing a critical research gap given that nearly 60% of K-12 principals use AI tools while fewer than 10% of schools have established AI policies.

Artificial intelligence (AI) technologies have spread throughout the world and changed the way that many social functions are conducted, including health care. Future large-scale combat missions will likely require health care professionals to utilize AI tools among other tools in providing care for the Warfighter. Despite the need for an AI-capable health care force, medical education lacks an integration of medical AI knowledge. The purpose of this manuscript was to review ways that military health care education can be improved with an understanding of and using AI technologies. This article is a review of the literature regarding the integration of AI technologies in medicine and medical education. We do provide examples of quotes and images from a larger USU study on a Faculty Development program centered on learning about AI technologies in health care education. The study is not complete and is not the focus of this article, but was approved by the USU IRB. Effective integration of AI technologies in military health care education requires military health care educators that are willing to learn how to safely, effectively, and ethically use AI technologies in their own administrative, educational, research, and clinical roles. Together with health care trainees, these faculties can help to build and co-create AI-integrated curricula that will accelerate and enhance the military health care curriculum of tomorrow. Trainees can begin to use generative AI tools, like large language models, to begin to develop their skills and practice the art of generating high-quality AI tools that will improve their studies and prepare them to improve military health care. Integration of AI technologies in the military health care environment requires close military-industry collaborations with AI and security experts to ensure personal and health care information security. Through secure cloud computing, blockchain technologies, and Application Programming Interfaces, among other technologies, military health care facilities and systems can safely integrate AI technologies to enhance patient care, clinical research, and health care education. AI technologies are not a dream of the future, they are here, and they are being integrated and implemented in military health care systems. To best prepare the military health care professionals of the future for the reality of medical AI, we must reform military health care education through a combined effort of faculty, students, and industry partners.

Artificial Intelligence (AI) and Machine Learning (ML) have emerged as transformative technologies in healthcare, particularly in medical diagnostics. This review explores the role of AI and ML in revolutionizing disease detection, treatment planning, and personalized healthcare. AI technologies, including deep learning (DL), natural language processing (NLP), and advanced data analytics, enable the rapid and accurate processing of complex medical datasets such as imaging, genetic information, and electronic health records (EHRs). By identifying subtle patterns and abnormalities, AI systems enhance diagnostic accuracy in areas such as oncology, cardiology, neurology, dermatology, and infectious diseases. The integration of AI in cancer diagnosis, for instance, has improved early detection through advanced imaging analysis using convolutional neural networks (CNNs) and deep learning models. Similarly, in cardiovascular diseases, AI enhances electrocardiogram (ECG) analysis and risk stratification, enabling early intervention. Neurological disorders such as Alzheimer's and Parkinson's benefit from AI tools that analyze neuroimaging, speech, and motor patterns for early diagnosis and progression monitoring. In diabetes management, ML models predict disease onset, personalize treatment plans, and improve blood glucose monitoring. Dermatological and ophthalmological applications leverage AI-driven image recognition tools to diagnose skin lesions, diabetic retinopathy, and glaucoma with high precision. Despite its potential, the adoption of AI in healthcare faces challenges, including data privacy concerns, algorithmic bias, and regulatory hurdles. Addressing these issues through robust validation, transparency, and ethical frameworks is essential for wider implementation. This review highlights the future prospects of AI in healthcare, such as precision medicine, wearable technology, and AI-driven telemedicine, emphasizing its potential to enhance efficiency, reduce costs, and improve patient outcomes. As AI technologies continue to evolve, they promise a more accurate, accessible, and personalized approach to medical diagnosis and treatment.

Focus issue: Artificial intelligence in medical physics.

This study investigates the evolving landscape of financial forecasting, with a specific focus on the integration of Artificial Intelligence (AI). In an era where financial markets are increasingly volatile and data-driven, traditional forecasting models fall short in delivering real-time, accurate insights. The research explores how AI technologies such as machine learning, deep learning, and natural language processing are transforming financial forecasting by enhancing accuracy, speed, and adaptability. Utilizing a mixed-methods approach, the study combines primary data collected via surveys with secondary data from extensive literature. Key findings highlight high awareness of AI among finance professionals and students, with machine learning and predictive analytics being the most recognized tools. The survey reveals concerns about data privacy, model transparency, and ethical implications, yet shows strong support for hybrid forecasting models that combine AI with human expertise. The study concludes that while AI offers significant advantages in financial forecasting, its adoption must be guided by ethical practices, regulatory frameworks, and transparency to ensure trust and responsible use. This project contributes to understanding the opportunities and challenges associated with AI in forecasting and offers actionable insights for professionals, educators, and policymakers in finance. Keywords Artificial Intelligence, Financial Forecasting, Machine Learning, Predictive Analytics, Ethics in AI, Transparency, Hybrid Models, Data Privacy, Deep Learning, Financial Modelling.This study investigates the evolving landscape of financial forecasting, with a specific focus on the integration of Artificial Intelligence (AI). In an era where financial markets are increasingly volatile and data-driven, traditional forecasting models fall short in delivering real-time, accurate insights. The research explores how AI technologies such as machine learning, deep learning, and natural language processing are transforming financial forecasting by enhancing accuracy, speed, and adaptability. Utilizing a mixed-methods approach, the study combines primary data collected via surveys with secondary data from extensive literature. Key findings highlight high awareness of AI among finance professionals and students, with machine learning and predictive analytics being the most recognized tools. The survey reveals concerns about data privacy, model transparency, and ethical implications, yet shows strong support for hybrid forecasting models that combine AI with human expertise. The study concludes that while AI offers significant advantages in financial forecasting, its adoption must be guided by ethical practices, regulatory frameworks, and transparency to ensure trust and responsible use. This project contributes to understanding the opportunities and challenges associated with AI in forecasting and offers actionable insights for professionals, educators, and policymakers in finance. Keywords Artificial Intelligence, Financial Forecasting, Machine Learning, Predictive Analytics, Ethics in AI, Transparency, Hybrid Models, Data Privacy, Deep Learning, Financial Modelling.

This article examines the theoretical and practical implications of artificial intelligence (AI) integration in supply chain management (SCM). AI has developed dramatically in recent years, embodied by the newest generation of large language models (LLMs) that exhibit human‐like capabilities in various domains. However, SCM as a discipline seems unprepared for this potential revolution, as existing perspectives do not capture the potential for disruption offered by AI tools. Moreover, AI integration in SCM is not only a technical but also a social process, influenced by human sensemaking and interpretation of AI systems. This article offers a novel theoretical lens called the AI Integration (AII) framework, which considers two key dimensions: the level of AI integration across the supply chain and the role of AI in decision‐making. It also incorporates human meaning‐making as an overlaying factor that shapes AI integration and disruption dynamics. The article demonstrates that different ways of integrating AI will lead to different kinds of disruptions, both in theory and in practice. It also discusses the implications of AI integration for SCM theorizing and practice, highlighting the need for cross‐disciplinary collaboration and sociotechnical perspectives.

In recent years, the integration of artificial intelligence (AI) technologies has revolutionised various industries, and education is no exception. One area where AI is making significant strides is in distance learning of foreign languages at the university level. The purpose of the article is to examine the many ways in which AI technologies can be used to improve the efficiency and effectiveness of foreign language learning in virtual classrooms based on a personalised approach to learning and to outline an algorithm for utilizing artificial intelligence in foreign language learning, which aims to provide a structured approach for integrating AI tools and technologies into language learning processes. The scientific novelty of the study lies in its comprehensive exploration and integration of cutting-edge AI technologies within the context of university remote learning for foreign languages. The emphasis on personalized learning paths and adaptive learning approaches is a novel aspect. The study delves into how AI algorithms analyse individual learner data to tailor educational content, providing a customized and adaptive learning experience. This focus on individualized instruction represents a departure from traditional one-size-fits-all language education methods. Research Methods. To conduct a comprehensive study on the use of artificial intelligence technologies in university remote learning of foreign languages, a mixed-methods research approach is employed. This involves both quantitative and qualitative research methods to gather a holistic understanding of the impact and effectiveness of AI technologies in language education. Conclusions. Integrating AI technologies into university remote learning for foreign languages represents a transformative shift in how languages are taught and acquired. By personalizing learning paths, providing intelligent tutoring, incorporating conversational practice, utilizing gamification, automating assessment, and leveraging virtual reality, AI is reshaping language education to be more engaging, effective, and tailored to individual student needs. As these technologies continue to evolve, the future of language learning promises to be dynamic, interactive, and increasingly accessible to learners worldwide.

In response to the urgent need to address climate change and reduce carbon emissions, there has been a growing interest in innovative approaches that integrate AI and CDR technology. This article provides a comprehensive review of the current state of research in this field and aims to highlight its potential implications with a clear focus on the integration of AI and CDR. Specifically, this paper outlines four main approaches for integrating AI and CDR: accurate carbon emissions assessment, optimized energy system configuration, real-time monitoring and scheduling of CDR facilities, and mutual benefits with mechanisms. By leveraging AI, researchers can demonstrate the positive impact of AI and CDR integration on the environment, economy, and energy efficiency. This paper also offers insights into future research directions and areas of focus to improve efficiency, reduce environmental impact, and enhance economic viability in the integration of AI and CDR technology. It suggests improving modeling and optimization techniques, enhancing data collection and integration capabilities, enabling robust decision-making and risk assessment, fostering interdisciplinary collaboration for appropriate policy and governance frameworks, and identifying promising opportunities for energy system optimization. Additionally, this paper explores further advancements in this field and discusses how they can pave the way for practical applications of AI and CDR technology in real-world scenarios.

This study investigates the influence of artificial intelligence (AI) integration on teachers’ professional identity and job satisfaction using a quantitative research design involving 251 respondents. Descriptive statistics showed relatively high levels of AI integration (M = 3.98, SD = 0.62) and professional identity (M = 4.12, SD = 0.58), indicating strong engagement with AI tools and a well-defined sense of professional role among teachers. Pearson correlation analysis revealed a moderately strong, statistically significant positive relationship between AI integration and professional identity (r = 0.612, p = 0.000), demonstrating that increased use of AI is associated with a strengthened professional identity. Mediation analysis further indicated that institutional factors significantly influence the relationship between AI integration and job satisfaction, with AI integration positively predicting institutional support (β = 0.54, p = 0.000) and institutional factors strongly predicting job satisfaction (β = 0.47, p = 0.000). Both a significant direct effect (β = 0.29, p = 0.001) and a strong indirect effect (β = 0.25, p = 0.000) were found, confirming partial mediation. These findings highlight that AI not only enhances teachers’ identity and satisfaction but that successful implementation relies heavily on institutional readiness and support. Overall, the results underscore the importance of adopting teacher-centered AI strategies that reinforce professional identity, reduce workload, and enhance well-being.

Artificial Intelligence (AI) is revolutionizing the manufacturing industry by optimizing processes, enhancing productivity, and reducing operating costs. This report explores the use of AI in manufacturing, focusing on its application in predictive maintenance, quality control, robotics, and process optimization. AI technologies such as machine learning, computer vision, and data analytics allow manufacturers to automate processes, detect anomalies, and make data-based decisions with unprecedented accuracy. These developments drive the industry towards more efficiency, sustainability, and competitiveness. Predictive maintenance, arguably the most impactful application of AI, uses real-time information to forecast machine breakdowns in advance, decreasing downtime and lowering repair costs. Unlike traditional reactive or preventive maintenance approaches, predictive maintenance using AI leverages machine learning models to analyze patterns and outliers in equipment operations. This forward-looking approach enhances working efficiency, extends the lifespan of machines, and reduces unnecessary labor costs. AI is also transforming quality control with advanced machine vision systems. By integrating neural networks and deep learning, AI can detect slight defects in products more precisely and faster than human inspectors or traditional methods. This ensures consistent product quality, reduces waste, and increases customer satisfaction. AI also enhances root cause analysis (RCA) by identifying the causes of defects in real-time, enabling manufacturers to fix issues before they become significant problems. In robotics, AI makes machines smarter and more responsive, allowing them to perform complex tasks with minimal human intervention. AI-driven robots can learn from their environment, evolve with changes in production conditions, and operate safely with human workers. This not only increases efficiency but also enhances workplace safety by detecting risks and preventing accidents. Process optimization is another aspect that AI improves. Through analyzing vast amounts of real-time data, AI has the power to identify bottlenecks, optimize processes, and optimize the allocation of resources. Predictive analytics also enables manufacturers to forecast future market conditions and plan production accordingly, thus minimizing overproduction or underproduction risks. Although AI’s integration in manufacturing carries numerous benefits, it also poses some challenges. Data quality challenges, a large initial capital investment, and the need for skilled professionals represent significant barriers. The acquisition of accurate and labeled data is crucial to the implementation of AI. Furthermore, the initial level of investment incurred to install AI may be too high for smaller manufacturers. Additionally, the fusion of AI and Computer-Aided Design (CAD) is opening a new frontier in engineering, with data-driven insights and machine learning algorithms transforming the way we design, evolve, and innovate. AI in product and manufacturing engineering is a new and very fast-growing technology in CAD, driven by machine learning algorithms that process large amounts of data to find patterns and make predictions, enabling automation of repetitive tasks. This technology helps minimize manual processes and increases efficiency by making complex geometries and optimized structures previously difficult to produce. AI significantly impacts CAD through generative design, producing numerous design iterations based on parameters such as material usage, structural integrity, and novelty. Industries like aerospace, automotive, and robotics benefit from AI-driven CAD tools enhancing precision through real-time feedback and iterative optimization. In dentistry, a 3D-CNN (Convolutional Neural Network) model automates partial dental crown design with 60% validation accuracy, democratizing CAD workflows for minimally invasive care. NLP (Natural Language Processing) and computer vision technologies also make CAD tools accessible to non-experts, fostering inclusiveness in engineering and design capabilities. AI is likewise revolutionizing the world of design by breaking barriers of creativity, efficiency, and innovation. AI plays an interactive role in creativity generation, decision-making, and optimizing design workflows. AI tools enable designers to produce hundreds of design iterations quickly, fostering exploration and solution-based thinking. Tools like Adobe Firefly, Autodesk’s Generative Design, and AI-powered VR platforms are transforming fields from graphic design to urban planning. Real-world applications like Tesla's automotive design and Singapore's urban planning demonstrate the observable benefits of AI integration into the creative domain, enhancing workflows and helping designers rapidly realize novel ideas. However, integrating AI into design raises ethical and practical challenges, including algorithmic bias, employment displacement, and concerns over human creativity loss. The expense and required technical expertise further complicate widespread adoption. Emerging trends such as explainable AI (XAI), sustainable design, and the integration of AI with immersive technologies like VR and AR offer promising developments for addressing global issues such as sustainability and urbanization. In summary, AI is revolutionizing manufacturing, CAD, and design by offering innovative solutions to age-old problems, optimizing efficiency, enhancing creativity, and transforming entire workflows. Despite barriers, AI’s expanding role promises to unlock unprecedented potentials for productivity and innovation in the future.

Modern horticulture is undergoing a profound transformation driven by the integration of bioactive compounds and artificial intelligence (AI) technologies. Bioactive compounds—such as plant growth regulators, secondary metabolites, biostimulants, and natural elicitors—play a crucial role in enhancing crop productivity, quality, stress tolerance, and sustainability. Concurrently, artificial intelligence tools, including machine learning, deep learning, computer vision, and decision-support systems, are revolutionizing crop management, disease detection, yield prediction, and precision farming. This review critically examines the synergistic role of bioactive compounds and AI-based tools in advancing modern horticulture. We discuss the types, mechanisms, and applications of bioactive compounds in horticultural crops, followed by an overview of AI technologies and their implementation across horticultural production systems. The integration of AI with bioactive compound management is highlighted as a promising pathway toward data-driven, sustainable, and climate-resilient horticulture. Challenges, ethical considerations, and future prospects are also addressed to guide researchers, practitioners, and policymakers.