Proceedings from the CIHLMU 2025 symposium: the role of artificial intelligence in health systems strengthening to achieve One Health.

The rapid integration of Artificial Intelligence (AI) in education has introduced new opportunities and challenges to teaching and school management. AI tools such as Chat GPT, Grammarly, and AI-based lesson planners are transforming how educators deliver lessons and manage administrative tasks (de Jong, 2020; Takona, 2024). This study explored the perceptions, usage patterns, and attitudes of DepEd personnel in Tandag City toward AI tools, highlighting both the potential benefits and concerns associated with AI adoption. A descriptive quantitative research design was employed, involving 174 DepEd personnel from various roles, including teachers (82.2%), master teachers (5.7%), principals (2.9%), and administrative staff (1.7%). Data were gathered through an online survey and analyzed using statistical methods to determine the respondents’ demographic profiles, level of AI usage, perceptions, and attitudes toward AI integration in education. The findings revealed that most respondents (87.4%) were familiar with AI tools, with Chat GPT being the most commonly used application (60.9%), consistent with trends noted by Zhang et al. (2021). Although AI usage frequency varied, 24.7% of respondents reported using AI tools weekly, while 20.1% used them daily, and 37.4% used them rarely. Despite the widespread use of AI, formal training on AI tools remained limited, with 86.2% of respondents reporting no attendance at related seminars or training, reflecting the gaps identified by Anwar and Gupta (2021). This gap highlights the need for professional development initiatives to build AI literacy and confidence among educators. The study also revealed a generally positive perception of AI, with a mean perception score of 3.71 (SD = 0.33), recognizing its potential to enhance creativity, innovation, and productivity (Davenport et al., 2020). However, respondents expressed concerns about data privacy (64.9%) and job displacement (58.6%), as well as skepticism regarding the reliability of AI-generated content (54.0%) (Frey & Osborne, 2017; Taddeo & Floridi, 2018). While there was cautious optimism regarding the future use of AI in education, many respondents (60.4%) preferred human interaction over AI-powered assistants (Chen et al., 2020). To address these challenges, the study recommends targeted training programs that emphasize practical applications, data security, and ethical considerations. Enhancing AI literacy will enable educators to maximize the benefits of AI while mitigating potential risks. Further research on the long-term impacts of AI adoption in education is essential to ensure effective and responsible integration that fosters inclusive and adaptive learning environments (Brynjolfsson & McAfee, 2017).

The rapid integration of Artificial Intelligence (AI) in education has introduced new opportunities and challenges to teaching and school management. AI tools such as Chat GPT, Grammarly, and AI-based lesson planners are transforming how educators deliver lessons and manage administrative tasks (de Jong, 2020; Takona, 2024). This study explored the perceptions, usage patterns, and attitudes of DepEd personnel in Tandag City toward AI tools, highlighting both the potential benefits and concerns associated with AI adoption. A descriptive quantitative research design was employed, involving 174 DepEd personnel from various roles, including teachers (82.2%), master teachers (5.7%), principals (2.9%), and administrative staff (1.7%). Data were gathered through an online survey and analyzed using statistical methods to determine the respondents’ demographic profiles, level of AI usage, perceptions, and attitudes toward AI integration in education. The findings revealed that most respondents (87.4%) were familiar with AI tools, with Chat GPT being the most commonly used application (60.9%), consistent with trends noted by Zhang et al. (2021). Although AI usage frequency varied, 24.7% of respondents reported using AI tools weekly, while 20.1% used them daily, and 37.4% used them rarely. Despite the widespread use of AI, formal training on AI tools remained limited, with 86.2% of respondents reporting no attendance at related seminars or training, reflecting the gaps identified by Anwar and Gupta (2021). This gap highlights the need for professional development initiatives to build AI literacy and confidence among educators. The study also revealed a generally positive perception of AI, with a mean perception score of 3.71 (SD = 0.33), recognizing its potential to enhance creativity, innovation, and productivity (Davenport et al., 2020). However, respondents expressed concerns about data privacy (64.9%) and job displacement (58.6%), as well as skepticism regarding the reliability of AI-generated content (54.0%) (Frey & Osborne, 2017; Taddeo & Floridi, 2018). While there was cautious optimism regarding the future use of AI in education, many respondents (60.4%) preferred human interaction over AI-powered assistants (Chen et al., 2020). To address these challenges, the study recommends targeted training programs that emphasize practical applications, data security, and ethical considerations. Enhancing AI literacy will enable educators to maximize the benefits of AI while mitigating potential risks. Further research on the long-term impacts of AI adoption in education is essential to ensure effective and responsible integration that fosters inclusive and adaptive learning environments (Brynjolfsson & McAfee, 2017).

Introduction Author Arthur C. Clarke famously argued that in science fiction literature “any sufficiently advanced technology is indistinguishable from magic” (Clarke). On 30 November 2022, technology company OpenAI publicly released their Large Language Model (LLM)-based chatbot ChatGPT (Chat Generative Pre-Trained Transformer), and instantly it was hailed as world-changing. Initial media stories about ChatGPT highlighted the speed with which it generated new material as evidence that this tool might be both genuinely creative and actually intelligent, in both exciting and disturbing ways. Indeed, ChatGPT is part of a larger pool of Generative Artificial Intelligence (AI) tools that can very quickly generate seemingly novel outputs in a variety of media formats based on text prompts written by users. Yet, claims that AI has become sentient, or has even reached a recognisable level of general intelligence, remain in the realm of science fiction, for now at least (Leaver). That has not stopped technology companies, scientists, and others from suggesting that super-smart AI is just around the corner. Exemplifying this, the same people creating generative AI are also vocal signatories of public letters that ostensibly call for a temporary halt in AI development, but these letters are simultaneously feeding the myth that these tools are so powerful that they are the early form of imminent super-intelligent machines. For many people, the combination of AI technologies and media hype means generative AIs are basically magical insomuch as their workings seem impenetrable, and their existence could ostensibly change the world. This article explores how the hype around ChatGPT and generative AI was deployed across the first six months of 2023, and how these technologies were positioned as either utopian or dystopian, always seemingly magical, but never banal. We look at some initial responses to generative AI, ranging from schools in Australia to picket lines in Hollywood. We offer a critique of the utopian/dystopian binary positioning of generative AI, aligning with critics who rightly argue that focussing on these extremes displaces the more grounded and immediate challenges generative AI bring that need urgent answers. Finally, we loop back to the role of schools and educators in repositioning generative AI as something to be tested, examined, scrutinised, and played with both to ground understandings of generative AI, while also preparing today’s students for a future where these tools will be part of their work and cultural landscapes. Hype, Schools, and Hollywood In December 2022, one month after OpenAI launched ChatGPT, Elon Musk tweeted: “ChatGPT is scary good. We are not far from dangerously strong AI”. Musk’s post was retweeted 9400 times, liked 73 thousand times, and presumably seen by most of his 150 million Twitter followers. This type of engagement typified the early hype and language that surrounded the launch of ChatGPT, with reports that “crypto” had been replaced by generative AI as the “hot tech topic” and hopes that it would be “‘transformative’ for business” (Browne). By March 2023, global economic analysts at Goldman Sachs had released a report on the potentially transformative effects of generative AI, saying that it marked the “brink of a rapid acceleration in task automation that will drive labor cost savings and raise productivity” (Hatzius et al.). Further, they concluded that “its ability to generate content that is indistinguishable from human-created output and to break down communication barriers between humans and machines reflects a major advancement with potentially large macroeconomic effects” (Hatzius et al.). Speculation about the potentially transformative power and reach of generative AI technology was reinforced by warnings that it could also lead to “significant disruption” of the labour market, and the potential automation of up to 300 million jobs, with associated job losses for humans (Hatzius et al.). In addition, there was widespread buzz that ChatGPT’s “rationalization process may evidence human-like cognition” (Browne), claims that were supported by the emergent language of ChatGPT. The technology was explained as being “trained” on a “corpus” of datasets, using a “neural network” capable of producing “natural language“” (Dsouza), positioning the technology as human-like, and more than ‘artificial’ intelligence. Incorrect responses or errors produced by the tech were termed “hallucinations”, akin to magical thinking, which OpenAI founder Sam Altman insisted wasn’t a word that he associated with sentience (Intelligencer staff). Indeed, Altman asserts that he rejects moves to “anthropomorphize” (Intelligencer staff) the technology; however, arguably the language, hype, and Altman’s well-publicised misgivings about ChatGPT have had the combined effect of shaping our understanding of this generative AI as alive, vast, fast-moving, and potentially lethal to humanity. Unsurprisingly, the hype around the transformative effects of ChatGPT and its ability to generate ‘human-like’ answers and sophisticated essay-style responses was matched by a concomitant panic throughout educational institutions. The beginning of the 2023 Australian school year was marked by schools and state education ministers meeting to discuss the emerging problem of ChatGPT in the education system (Hiatt). Every state in Australia, bar South Australia, banned the use of the technology in public schools, with a “national expert task force” formed to “guide” schools on how to navigate ChatGPT in the classroom (Hiatt). Globally, schools banned the technology amid fears that students could use it to generate convincing essay responses whose plagiarism would be undetectable with current software (Clarence-Smith). Some schools banned the technology citing concerns that it would have a “negative impact on student learning”, while others cited its “lack of reliable safeguards preventing these tools exposing students to potentially explicit and harmful content” (Cassidy). ChatGPT investor Musk famously tweeted, “It’s a new world. Goodbye homework!”, further fuelling the growing alarm about the freely available technology that could “churn out convincing essays which can't be detected by their existing anti-plagiarism software” (Clarence-Smith). Universities were reported to be moving towards more “in-person supervision and increased paper assessments” (SBS), rather than essay-style assessments, in a bid to out-manoeuvre ChatGPT’s plagiarism potential. Seven months on, concerns about the technology seem to have been dialled back, with educators more curious about the ways the technology can be integrated into the classroom to good effect (Liu et al.); however, the full implications and impacts of the generative AI are still emerging. In May 2023, the Writer’s Guild of America (WGA), the union representing screenwriters across the US creative industries, went on strike, and one of their core issues were “regulations on the use of artificial intelligence in writing” (Porter). Early in the negotiations, Chris Keyser, co-chair of the WGA’s negotiating committee, lamented that “no one knows exactly what AI’s going to be, but the fact that the companies won’t talk about it is the best indication we’ve had that we have a reason to fear it” (Grobar). At the same time, the Screen Actors’ Guild (SAG) warned that members were being asked to agree to contracts that stipulated that an actor’s voice could be re-used in future scenarios without that actor’s additional consent, potentially reducing actors to a dataset to be animated by generative AI technologies (Scheiber and Koblin). In a statement issued by SAG, they made their position clear that the creation or (re)animation of any digital likeness of any part of an actor must be recognised as labour and properly paid, also warning that any attempt to legislate around these rights should be strongly resisted (Screen Actors Guild). Unlike the more sensationalised hype, the WGA and SAG responses to generative AI are grounded in labour relations. These unions quite rightly fear the immediate future where human labour could be augmented, reclassified, and exploited by, and in the name of, algorithmic systems. Screenwriters, for example, might be hired at much lower pay rates to edit scripts first generated by ChatGPT, even if those editors would really be doing most of the creative work to turn something clichéd and predictable into something more appealing. Rather than a dystopian world where machines do all the work, the WGA and SAG protests railed against a world where workers would be paid less because executives could pretend generative AI was doing most of the work (Bender). The Open Letter and Promotion of AI Panic In an open letter that received enormous press and media uptake, many of the leading figures in AI called for a pause in AI development since “advanced AI could represent a profound change in the history of life on Earth”; they warned early 2023 had already seen “an out-of-control race to develop and deploy ever more powerful digital minds that no one – not even their creators – can understand, predict, or reliably control” (Future of Life Institute). Further, the open letter signatories called on “all AI labs to immediately pause for at least 6 months the training of AI systems more powerful than GPT-4”, arguing that “labs and independent experts should use this pause to jointly develop and implement a set of shared safety protocols for advanced AI design and development that are rigorously audited and overseen by independent outside experts” (Future of Life Institute). Notably, many of the signatories work for the very companies involved in the “out-of-control race”. Indeed, while this letter could be read as a moment of ethical clarity for the AI industry, a more cynical reading might just be that in warning that their AIs could effectively destroy the w

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) 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.

Focus issue: Artificial intelligence in medical physics.

Introduction: With the expansion of next -generation sequencing (NGS) technologies and omics data analysis, genetics education has entered a new phase characterized by large volumes of complex data. In this context, traditional teaching methods have become less effective. Utilizing artificial intelligence (AI) and bioinformatics offers an innovative approach to elevate genetics education to an interactive, data -driven, and analysis -focused level. This study responds to the growing demand for data -driven and analytical training in genetics. Given the vast amount of genomic data and the complexity of the required analyses, employing AI and bioinformatics tools can significantly enhance the quality of education and research in this field. The aim of this study is to investigate the impactful role of advanced AI and bioinformatics in improving modern genetics education . Method: This study was conducted as a narrative review. Scientific sources published in PubMed, Scopus, Web of Science, and Google Scholar between 2005 and 2025 were reviewed. Articles related to the use of AI and informatics in genetics education were selected and analyzed using content analysis . Results: The review results indicated that AI -based tools, including machine learning algorithms, genomic language models, and adaptive training systems, significantly contribute to personalizing education, simulating biological processes, and analyzing genetic variants. Furthermore, practical training in bioinformatics skills —such as working with genetic databases, analytical software, biological programming, and applied biostatistics —empowers students to analyze complex genomic data. However, the lack of digital educational resources and specialized instructors continues to pose a major challenge in data -driven education . Conclusion: The integration of AI and bioinformatics into genetics education offers an innovative approach to training specialists in modern genetics. Developing localized content, virtual training courses, and policies that align the education system with technological advancements are effective strategies for enhancing the quality of genetics education in Iran and similar countries.

Artificial intelligence (AI) is increasingly applied in clinical diagnostics, particularly in radiology, where it can assist with imaging triaging and anomaly detection. However, the integration of AI into medical education remains under researched. This study investigates the impact of an AI-focused panel discussion on medical students' perceptions, knowledge, attitudes and concerns about AI in radiology. A paired pre-post design questionnaire comprising of 13 five-point Likert scale questions was administered to 40 medical students to complete before and after an AI-focused educational panel session at the International Radiology Undergraduate Symposium in London, United Kingdom on 24th November 2024. The questionnaire assessed four domains: 'Understanding of AI,' 'Attitudes Toward AI in Radiology,' 'AI Education in Medical School,' and 'Concerns About AI in the Future.' The primary outcome was to assess the change in students' perceptions of AI's role in radiology. Differences between pre- and post-session responses were analysed using the Wilcoxon signed-rank test. The Hodges-Lehmann median difference, the effect size, r, and their corresponding 95% confidence intervals were calculated, and p-values were adjusted using the Holm-Bonferroni method. Of the 81 eligible attendees, 40 (49.4%) completed the questionnaire (39 pre-session, 40 post-session). Students demonstrated significant improvements in their understanding of AI's potential role in radiology (Z = 3.04, p = 0.002; Holm-Bonferroni = 0.029; median paired difference = 0.5, 95% CI 0.0-0.5; r = 0.49, 95% CI 0.25-0.68) and in their awareness of AI's broader clinical applications (Z = 3.65, p < 0.001; Holm-Bonferroni = 0.0035; median paired difference = 0.5, 95% CI 0.5-1.0; r = 0.60, 95% CI 0.38-0.75). Participants expressed a more positive view of AI in healthcare overall, although concerns about AI replacing radiologists and insufficient AI education persisted. Educational interventions have the potential to improve medical students' understanding and attitudes toward AI in radiology. Integrating structured AI education into undergraduate curricula may enhance AI literacy and better prepare future clinicians for an AI-enabled healthcare environment.

Artificial intelligence (AI) is transforming oncology and surgery by improving diagnostics, personalizing treatments, and enhancing surgical precision. Patients appreciate AI for its potential to provide accurate prognoses and tailored therapies. However, AI's implementation raises ethical concerns, data privacy issues, and the need for transparent communication between patients and health care providers. This study aims to understand patients' perspectives on AI integration in oncology and surgery to foster a balanced and patient-centered approach. The study utilized a comprehensive literature review and analysis of existing research on AI applications in oncology and surgery. The focus was on examining patient perceptions, ethical considerations, and the potential benefits and risks associated with AI integration. Data was collected from peer-reviewed journals, conference proceedings, and expert opinions to provide a broad understanding of the topic. The perspectives of patients was also emphasized to highlight the nuances of their acceptance and concerns regarding AI in their health care. Patients generally perceive AI in oncology and surgery as beneficial, appreciating its potential for more accurate diagnoses, personalized treatment plans, and improved surgical outcomes. They particularly value AI's role in providing timely and precise diagnostics, which can lead to better prognoses and reduced anxiety. However, concerns about data privacy, ethical implications, and the reliability of AI systems were prevalent. Consequently, trust in AI and health care providers was deemed as a crucial factor for patient acceptance. Additionally, the need for transparent communication and ethical safeguards was also highlighted to address these concerns effectively. The integration of AI in oncology and surgeryholds significant promise for enhancing patient care and outcomes. Patients view AI as a valuable tool that can provide accurate prognoses and personalized treatments. However, addressing ethical concerns, ensuring data privacy, and building trust through transparent communication are essential for successful AI integration. Future initiatives should focus on refining AI algorithms, establishing robust ethical guidelines, and enhancing patient education to harmonize technological advancements with patient-centered care principles.

Artificial Intelligence (AI) has emerged as a disruptive and transformative force in education as it offers potential benefits such as personalized learning, effective assessment methodologies, and automated administrative processes. This study examines the teachers' perspectives on AI integration in education, reflecting on their perceptions, prevalent challenges, and professional development practices required to empower the teachers with technical skills to ensure effective implementation of AI. A questionnaire was prepared, validated, and used to collect data from the teachers about their awareness and readiness to adopt emerging technologies such as AI, AR, and VR. Some open-ended questions were added to collect information regarding the challenges faced and supportive measures required for AI integration in Education.The research reveals that the majority of teachers reflected a positive attitude toward AI integration. Many educators realize that AI can fill quality gaps in education by making learning experiences more enriching, and student-centered, and enhancing assessment practice. Teachers also appreciate AI in terms of alleviating their burden and making the teaching-learning process student-centric. However, the report highlights major challenges faced by teachers in integrating AI in Education, including limited accessibility to AI-based resources, lack of training, ethical concerns, and data privacy. Concerns regarding resistance to change and infrastructure constraints complicate AI integration further. The study underscores the need for effective and professional training programs to equip and apprise teachers with the skills and confidence to integrate AI into teaching practices. Workshops, online courses, and hands-on training are preferred modes of professional development identified through the study. Moreover, Institutional policies must also align with the vision of NEP 2020 regarding AI in education. Policies also try to create friendly environments for using AI, reducing infrastructural bottlenecks or gaps, establishing ethical use guidelines, and involving teachers in processes of decision-making.This research has also emphasized the role of teachers in realizing AI’s potential and advocating for effective strategies needed to overcome challenges associated with AI Integration. By empowering teachers through adequate training and resources, the education sector can harness the power of AI to create an inclusive, effective, and future-ready learning environment.

Artificial Intelligence (AI) has emerged as a disruptive and transformative force in education as it offers potential benefits such as personalized learning, effective assessment methodologies, and automated administrative processes. This study examines the teachers' perspectives on AI integration in education, reflecting on their perceptions, prevalent challenges, and professional development practices required to empower the teachers with technical skills to ensure effective implementation of AI. A questionnaire was prepared, validated, and used to collect data from the teachers about their awareness and readiness to adopt emerging technologies such as AI, AR, and VR. Some open-ended questions were added to collect information regarding the challenges faced and supportive measures required for AI integration in Education.The research reveals that the majority of teachers reflected a positive attitude toward AI integration. Many educators realize that AI can fill quality gaps in education by making learning experiences more enriching, and student-centered, and enhancing assessment practice. Teachers also appreciate AI in terms of alleviating their burden and making the teaching-learning process student-centric. However, the report highlights major challenges faced by teachers in integrating AI in Education, including limited accessibility to AI-based resources, lack of training, ethical concerns, and data privacy. Concerns regarding resistance to change and infrastructure constraints complicate AI integration further. The study underscores the need for effective and professional training programs to equip and apprise teachers with the skills and confidence to integrate AI into teaching practices. Workshops, online courses, and hands-on training are preferred modes of professional development identified through the study. Moreover, Institutional policies must also align with the vision of NEP 2020 regarding AI in education. Policies also try to create friendly environments for using AI, reducing infrastructural bottlenecks or gaps, establishing ethical use guidelines, and involving teachers in processes of decision-making.This research has also emphasized the role of teachers in realizing AI’s potential and advocating for effective strategies needed to overcome challenges associated with AI Integration. By empowering teachers through adequate training and resources, the education sector can harness the power of AI to create an inclusive, effective, and future-ready learning environment.

Objectives: In the realm of education, the integration of Artificial Intelligence (AI) holds promise for enhancing metacognitive learning strategies, which are vital for fostering self-regulated and reflective learning behaviors. This paper explores how Artificial Intelligence (AI) can enhance metacognitive learning strategies, crucial for self-regulated learning. Through ‘Cognitive Amplification,’ AI offers personalized feedback, schedules, and self-assessment tools to address learners' challenges in deploying these strategies effectively. Understanding AI's role in amplifying cognitive processes is vital for tailored educational interventions, improving engagement and outcomes. Methods: Using qualitative methods, this study examines participants' experiences with AI tools for metacognitive learning, aiming to identify facilitators and barriers to AI integration in education. Results: The study reveals a nuanced relationship between digital literacy levels and the impact of AI tools on learning. Low digital literacy participants initially faced frustrations but showed increased motivation with familiarity, while moderate and high literacy participants experienced significant benefits, particularly in self-regulated learning. Addressing diverse digital literacy needs is crucial for optimizing AI tools, with future research focusing on tailored interventions and user interfaces. Conclusions: Key recommendations emphasize creating user-friendly interfaces, offering thorough onboarding for low digital literacy users, and implementing personalized feedback and structured study schedules, while addressing ethical concerns like data privacy and algorithmic bias to enhance AI-driven learning experiences.

This paper explores the relationship between Artificial Intelligence (AI) integration in the workplace, cultural orientation, and its impact on job autonomy and creative self-efficacy. Our study employs a mixed-method experimental design across 480 individuals from different cultural backgrounds, specifically individualistic (United Kingdom) and collectivistic (Mexico) cultures. We evaluate how they perceive AI's role in their professional lives. We focus on two key aspects: job autonomy, the level of control and discretion employees have over their tasks, and creative self-efficacy, the confidence in one's ability to generate innovative ideas. Our findings revealed a significant increase in job autonomy following AI integration across all participants. Interestingly, this increase was more pronounced in the individualistic participants. Regarding creative self-efficacy, we found gender-specific impacts, with male participants experiencing a decrease, contrary to our expectations. Finally, our results supported the hypothesis that cultural orientation influences perceptions of AI, with collectivistic participants being more receptive to AI integration. These findings have significant implications for organizations integrating AI in multicultural environments. They highlight the importance of considering cultural differences in AI deployment strategies and suggest a need for culturally sensitive AI systems. The study also opens avenues for future research, particularly in exploring the role of other cultural dimensions, conducting longitudinal studies, and investigating ethical and bias-related aspects of AI in the workplace.

This research paper focuses on the role of Artificial Intelligence in UI/UX design. We know that one of the most important aspect in software development is the design of the user interface ( UI ), which refers to the look and feel of the product, and user experience ( UX ), which refers to the interaction by the user.The integration of Artificial Intelligence (AI) in User Experience (UX) and User Interface (UI) design has revolutionized digital interactions by enhancing personalization, automation, predictive analytics, and accessibility. AI-driven tools enable designers to create more intuitive, adaptive, and usercentric interfaces, improving user engagement and satisfaction. This research paper explores the various applications of AI in UX/UI, including AI-powered personalization, which tailors experiences based on user behavior, automation in design, which accelerates prototyping and layout generation, and predictive analytics, which enhances decision-making through data-driven insights. Additionally, the role of conversational AI, such as chatbots and virtual assistants, in improving user interactions is examined, along with AI's contribution to inclusive and accessible UX/UI design.Despite its advantages, the implementation of AI in UX/UI presents challenges such as data privacy concerns, ethical considerations, and potential over-reliance on automation. This paper discusses these challenges and proposes solutions to ensure that AI enhances UX/UI without compromising creativity, inclusivity, or ethical standards. The study concludes that while AI is transforming UX/UI design, a balanced approach combining AI-driven efficiency with human creativity is essential for building truly user-friendly and ethical digital experiences.

Artificial intelligence (AI) is revolutionising radiological diagnosis in the UK, promising to enhance the accuracy, efficiency, and accessibility of healthcare. The integration of AI into radiology is particularly timely, as the National Health Service (NHS) faces increasing demand for imaging services, coupled with a shortage of radiologists. AI technologies, including deep learning algorithms and machine learning systems, are being developed to assist in interpreting complex medical images such as X-rays, CT scans, and MRIs. One of the key benefits of AI in radiology is its ability to quickly and accurately detect abnormalities. For instance, AI algorithms can identify early signs of diseases like cancer, strokes, and fractures, often with a precision that rivals or exceeds human expertise. This has the potential to significantly reduce diagnostic errors, expedite treatment plans, and improve patient outcomes. For example, AI tools are already in use in the UK to flag lung nodules on CT scans, assisting radiologists in early cancer detection. AI also offers efficiency gains. By automating routine tasks, such as identifying normal scans or prioritizing urgent cases, AI can help streamline workflows, reduce waiting times, and alleviate the burden on overworked radiologists. This is critical, as delays in diagnosis can have serious consequences for patient care. However, the widespread adoption of AI in radiology is not without challenges. Concerns about data privacy, algorithmic transparency, and the potential for over-reliance on AI must be carefully managed. It is crucial to strike a balance where AI complements, rather than replaces, the expertise of radiologists. Ultimately, AI's role in radiological diagnosis in the UK is poised to grow, offering a future where healthcare is not only faster and more accurate but also more equitable for patients across the country.