Online learning has become fundamental to modern academic and professional development. Amidst its widespread adoption, there is increasing integration of artificial intelligence (AI) to enhance the learning experience. Understanding student engagement within these AI-powered digital platforms is crucial, as it directly influences learning outcomes and satisfaction. This chapter provides a narrative review of key theories and models essential for analyzing engagement in virtual learning contexts. Particularly, it focuses on constructivist learning theory, social learning theory, cognitive load theory, flow theory, technology acceptance model, self-determination theory, cognitive theory of multimedia learning, and feedback intervention theory. By examining these frameworks through an epistemological lens, the chapter explores how knowledge acquisition, cognitive processing, and social learning principles interact within AI-enhanced educational contexts. The insights reported here can serve as a guide for optimizing AI to maximize student involvement and educational efficacy.

There have been discussions about the gender gap in STEM majors. While some fields (e.g., Biomedical Sciences) have a high proportion of women workers, the Computer Science (CS) and Software Engineering (SE) disciplines are lacking female specialists. Universities worldwide are implementing different practices to attract more women to the CS and SE programs. This literature review aims to collect literature on this topic, identify the research tendencies, and collect female-inclusive practices. This paper presents the main findings from analyzing 143 selected papers from five academic databases (IEEE, ACM, Web of Science, Science Direct, and Scopus). The analysis revealed the need for inclusivity across all education stages, emphasizing practical studies beyond the classroom. Twenty-eight gender-inclusive practices were identified.

The Philippines is currently grappling with some of the hottest temperatures on record, presenting substantial public health challenges. Alarmingly, the temperature in Metro Manila reached a staggering 38.8 degrees Celsius (℃) this year, producing a perilous heat index (i.e., “feels like” temperature) of 45 ℃ due to high humidity (1). This recent spike in heat has surpassed the previous record set in 1915, and with Philippine Atmospheric, Geophysical and Astronomical Services Administration’s (PAGASA) reporting that heat indices could potentially soar above 52 ℃ in certain areas (2), the risk to public health is significant (3). According to the Department of Health (4), the Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) classified temperatures ranging from 33–41 ℃ as “extreme caution” levels, while 42–51 ℃ falls into the “danger” category. Temperatures of 52 ℃ and above are classified as “extreme danger”, where heat stroke is imminent. This issue is not confined to the Philippines, as many Asian countries are experiencing unprecedented heatwaves (5), making this a broader regional crisis that demands urgent attention and action.

The evolution of AI technologies, exemplified by ChatGPT, signifies a transformative shift in our interactions with information and each other. This shift necessitates that our policies and mental health interventions adapt to protect the psychological well-being of individuals in this digital age. It is imperative that not only the psychiatric community but also policymakers, technologists, ethicists, and indeed, the broader society, engage actively in leading the development of comprehensive policies that confront these challenges directly. Encouraging collaboration across these diverse sectors is crucial. By fostering an environment of proactive policy development and implementation, we can collectively ensure that our engagement with AI not only supports but also enhances our mental health, rather than detracting from it. Together, we can harness the positive potential of AI, ensuring it serves as a tool for improving mental health outcomes and the overall quality of life for people around the globe.

This letter highlights an escalating concern regarding predatory conference speaker invitations that are currently plaguing academia. Such invitations are frequently issued to individuals outside their areas of expertise, for instance, non-healthcare professionals being invited to health-related conferences. This issue poses a substantial threat as it compromises the integrity of legitimate academic discourse and carries the risk of propagating unchecked and potentially detrimental information. To avoid becoming ensnared by these predatory practices, it is paramount to undertake thorough due diligence. Consequently, this letter also outlines the characteristics of predatory speaker invitations. These guidelines underscore the necessity for the academic community to remain vigilant and judicious, thereby recognizing these overtures for what they truly represent: a deceptive temptation that leads away from authentic scholarly engagement toward a facade of recognition and prestige.

Educational institutions orchestrate a variety of in-school events and activities to enrich the student experience. Given their benefits, it is crucial to encourage student participation. With the recent advent of the metaverse, there is an opportunity to engage students due to their inclination toward adopting such technologies. However, the dynamics of celebrating school events within these virtual worlds remain largely unexplored. Our study sought to address this gap by examining school event celebrations in the metaverse through an appreciative inquiry approach. During Valentine's Day, we introduced a special edition of our educational metaverse (i.e., MILES Virtual World) tailored to celebrate the occasion. We discovered that conducting school events in the metaverse requires the integration of real-life social rituals to augment students' social experiences and foster a sense of community. Moreover, the need for realism and the mirroring of real-world traditions in virtual settings emerged as critical drivers for creating more emotionally satisfying and engaging user experiences. The challenge of encouraging student participation in physical events parallels the issue encountered in virtual worlds, where students may feel discouraged from participating if they do not observe their friends' presence within the metaverse. Our study also calls for collective engagement in shaping the virtual world to ensure more inclusive, engaging, and enriched educational metaverses. As we continue to navigate the evolving landscape of immersive digital environments, the insights gained from our research underscore the importance of collaboration, innovation, and student agency in shaping the future of education.

In the competitive area of sports, injuries not only jeopardize athletes' careers but also lead to substantial setbacks for teams and organizations. Addressing this critical issue, our study introduces an artificial intelligence (AI)-driven model that enhances injury management through the strategic implementation of rest periods during athletes' recovery phases. By leveraging data analytics to monitor athletes' health continuously, this model offers sports managers a predictive tool for a proactive and preventative approach to injury management. Our research analyzes athletes' performance and health data across various sports disciplines by employing advanced machine learning techniques to identify patterns related to training regimes, treatment strategies, and the consequent risk and severity of injuries. Our findings underscore the utility of AI in generating actionable insights, thereby enabling more informed decision-making that centers on athletes' well-being. Notably, they demonstrate the model's success in predicting injury risks with high accuracy, subsequently informing tailored intervention strategies that significantly reduce the incidence of injuries. Furthermore, our study highlights how AI technologies can revolutionize training environments by enhancing safety and improving the efficacy of injury prevention and rehabilitation strategies. By advocating for the adoption of AI and technology in sports science, our study not only contributes to enhancing athlete care but also paves the way for future research to optimize athlete performance and health. Overall, this research highlights the role of AI-driven analysis in advancing sports medicine by offering a blueprint for coaches, sports medicine professionals, and athletes alike to navigate the complexities of injury prevention and management.

School reopening is essential for restoring normalcy after a period of disruption. However, executing this endeavor during a pandemic requires a comprehensive strategy to ensure success. Consulting stakeholders is consequently crucial for informed and inclusive policies. Prior works recruited public officials, health authorities, teachers, and parents. Unfortunately, students were often not involved in such consultations. The present study addressed this gap by uncovering the sentiments and concerns on school reopening among higher education students. A total of 223 students enrolled in public and private universities from rural and urban areas participated in the study. Based on their reflective essays, students have mixed sentiments about returning to school during the pandemic and highlight safety, academic, health, and financial concerns as major areas requiring attention. It is now incumbent upon governments, schools, policymakers, and education leaders to carefully analyze and incorporate the findings of this study into their back-to-school guidelines and strategies. With informed decision-making and evidenced-based policy, we can build back a stronger and more resilient education system that equitably serves all students in the post-pandemic world.

Assessing the preparedness of Ghana's health sector is a crucial task that requires a comprehensive and multi-faceted approach. Ghana's health sector faces many challenges, including limited resources, inadequate infrastructure, and workforce shortages, which can impede the delivery of quality healthcare services to the population. Thus, building a strong health resilience system is essential to cope with catastrophic events, and the capacity to prepare and effectively respond to pandemics. The COVID-19 pandemic has highlighted the critical role of digital technologies in managing public health emergencies. In the context of long-term pandemic management, digital transformation can provide numerous benefits, such as improving the speed and efficiency of response, enhancing communication and collaboration, and enabling remote access to essential services. Empirically, our study found that individual and systemic resilience are significant predictors of long-term pandemic management. Conversely, community resilience in times of crisis is not a significant predictor.

With the increasing popularity of artificial intelligence (AI) applications in medical practices, the integration of AI technologies into medical education has garnered significant attention. However, there exists a noticeable research gap when it comes to providing comprehensive guidelines and recommendations for its successful integration into this domain. Addressing this research gap is crucial as the responsible and effective incorporation of AI in medical education not only ensures that current and future healthcare professionals are well-prepared for the demands of modern medicine but also upholds ethical standards, maximizes the potential benefits of AI, and minimizes potential risks. The objective of this chapter is to fill this gap by offering practical tips and actionable insights for incorporating AI into medical education, encompassing practical, ethical, pedagogical, and professional implications. Consequently, it equips medical educators and learners alike with the knowledge and tools necessary to navigate the evolving landscape of medical education in the age of AI.