Developing highly active electrocatalysts for the oxygen evolution reaction is a pivotal challenge in sustainable water electrolysis. Herein, we report a novel in situ oxidative phase-restructuring strategy to fabricate oxygen vacancy-rich NiFe2O4 (NFO) directly on nickel foam. Distinct from conventional hydrothermal methods that typically yield thermodynamically stable crystals with limited intrinsic defects, our unique one-pot process involves the formation of a reduced metallic intermediate. The subsequent drastic phase transformation from this metallic state to a spinel oxide thermodynamically enforces the generation of abundant oxygen vacancies to relieve lattice stress, resulting in unique polycrystalline nanocrystal assemblies (NFO-1). Electrochemical evaluations reveal that NFO-1 significantly outperforms its thermodynamically equilibrated counterpart (NFO-2), exhibiting a low overpotential of 330 mV at 20 mA cm−2 and a remarkable mass activity of 6.78 A g−1. This superior performance is primarily attributed to intrinsic oxygen vacancies generated during the oxidative phase evolution, which optimize the active-site electronic structure and enhance charge–transfer kinetics. Furthermore, the catalyst demonstrates excellent durability over 1200 cycles. This work highlights oxidative phase restructuring as a powerful pathway to engineer intrinsic defects for high-efficiency energy-conversion applications.

The metaverse and artificial intelligence (AI) are increasingly intersecting in educational contexts, yet limited empirical research has examined how generative AI avatars function within socially interactive virtual environments. This study investigates the deployment of generative AI avatars within a socio-educational metaverse environment. Using a developmental evaluation approach, data were collected through interviews with seven institutional stakeholders, teacher-generated reflections, internal documentation, embedded user feedback captured through in-platform reporting tools, and longitudinal field memos across an iterative deployment cycle. Findings indicate that the transition from scripted NPCs to generative AI avatars recalibrated users’ attribution of agency, intensified dialogic unpredictability, and elevated social realism beyond visual fidelity. Voice-mediated interaction emerged as a threshold mechanism for co-presence, while algorithmic improvisation exposed tensions between pedagogical intent and stochastic response generation. The deployment further revealed affective frictions, expectation misalignments, and the mediating role of AI literacy in shaping trust, participation, and interpretive coherence. Overall, the study advances a sociotechnical understanding of AI avatars as co-constructors of meaning and interaction, offering implications for the design, implementation, and governance of future AI-enhanced metaverse learning environments.

Artificial intelligence (AI) has reshaped various aspects of human lives, particularly through its capabilities to address complex sustainability challenges. Despite the rapid expansion of AI applications, their contribution to cleaner production and sustainable development remains underexplored, especially in developing nations. In Southeast Asia (SEA), where AI adoption has grown substantially across environmental, economic, and social dimensions, research that examines its role in cleaner production outcomes remains fragmented. In view of this gap, this study conducts a systematic literature review (SLR) of AI applications related to cleaner production and sustainable development by examining relevant themes, application areas, and sustainability dimensions addressed by AI, while evaluating the maturity of AI methodologies, alignment with cleaner production outcomes, and integration with circular economy and resource efficiency goals. Moreover, it investigates the barriers and challenges that constrain AI application and offers future research directions to advance AI deployment for cleaner production and sustainable development across SEA countries.

As calls to center lived experience in higher education intensify, so too do concerns about the ethical, emotional, and structural risks involved in integrating real-life narratives into pedagogy. This study introduces Simulated Lived Experience (SLE) as a novel pedagogical modality that leverages the immersive affordances of learning environments like the metaverse to approximate systemic conditions of marginalization without reproducing trauma or requiring emotional labor from marginalized individuals. Drawing on critical pedagogy frameworks and affect theory, the research explores how SLE enables learners to engage with ethical discomfort, narrative complexity, and affective dissonance through the enactment of virtual selves. A qualitative design was employed, with data collected via semi-structured interviews from 12 participants who engaged in metaverse-based simulations portraying exclusionary dynamics related to disability, race, and institutional access. Thematic analysis generated four key findings: (1) virtual simulations evoke affective authenticity but also ethical unease, (2) embodied disorientation fosters structural insight, (3) narrative authorship and representation are ethically contested, and (4) discomfort acts as a catalyst for critical reflection. The study concludes that while SLE cannot replace lived experience, it can function as a powerful epistemic mediator when designed collaboratively, approached reflexively, and grounded in epistemic care.

Social interaction has long been a subject of theoretical inquiry in both Computer-Mediated Communication (CMC) and Human-Computer Interaction (HCI), but seldom has it been examined through the lens of digital embodiment. As the metaverse gains traction as a platform for learning and collaboration, understanding how its affordances construct behavioral engagement demands empirical scrutiny. Thus, this study examines the effects of avatar customization and communication modality on behavioral engagement within a metaverse-based simulation. Using a 2×2 factorial design, participants were randomly assigned to avatar (customized vs. generic) and modality (voice vs. text) conditions, with engagement tracked via a stealth assessment approach across multiple sessions. Findings indicate that avatar customization facilitated broader spatial exploration, while voice-based communication elicited higher interpersonal interaction. Critically, the convergence of both factors produced a compounded effect that yielded selective interaction effects on temporal and social dimensions of engagement. This study contributes a framework of affordance convergence that informs both the theoretical modeling of digital embodiment and the practical design of immersive learning platforms. As educational experiences increasingly unfold within socio-technical systems, the challenge for both HCI and CMC is to design environments where social interaction is both mediated and dynamically co-constructed through the alignment of interactional affordances.

The integration of artificial intelligence (AI) is critically transforming the renewable energy sector. This review synthesizes AI's role in optimizing solar and wind energy systems, focusing on power forecasting, system optimization, and predictive maintenance. The research goal was to systematically analyze how diverse AI techniques enhance these critical aspects. Key findings indicate AI's capacity to substantially improve short-term solar irradiance and wind power forecasts (e.g., via SARIMAX, long short-term memory (LSTM), and hybrid deep learning models), dynamically manage energy flow in smart grids and microgrids, optimize maximum power point tracking (MPPT) in photovoltaic (PV) systems, and enable proactive maintenance through anomaly detection in wind turbines using IoT-integrated AI. Key conclusions reveal that AI significantly enhances the efficiency, reliability, and economic viability of solar photovoltaic and wind power generation, offering superior adaptability and predictive capabilities over traditional methods. While AI is important for the global transition to cleaner energy, persistent challenges related to data quality and availability, model interpretability, and cybersecurity must be addressed to fully unlock its potential in practical renewable energy applications.

Generative AI offers promising potential to promote environmental sustainability through personalized recommendations that influence individual behavior. This study examines the factors influencing the adoption and actual use of generative AI recommendations for environmental sustainability among Gen Z users in the Philippines by integrating the Theory of Planned Behavior (TPB) and the Technology–Environmental, Economic, and Social Sustainability Theory (T-EESST) with key generative AI attributes, together with trust and perceived risk. Survey data were collected from 531 Gen Z users in higher education institutions in the National Capital Region (NCR), Philippines, and analyzed using a hybrid SEM and ANN approach. Results from SEM indicate that key AI attributes, namely perceived anthropomorphism, perceived intelligence, and perceived animacy, significantly influenced users’ attitude towards generative AI recommendations. Attitude, perceived behavioral control, and trust emerged as significant predictors of behavioral intention, which have an eventual positive relation to actual use and environmental sustainability outcomes. In contrast, subjective norms and perceived risk did not significantly affect behavioral intention, which may suggest that Gen Z users’ engagement with generative AI for environmental sustainability is primarily driven by internal evaluations, perceived capability, and trust rather than social pressure or risk concerns. Complementing these findings, the ANN analysis identified perceived behavioral control, attitude, and trust as the most important factors, reinforcing the robustness of the SEM results. Overall, this study integrates existing sustainability and technology-adoption literature by demonstrating how generative AI recommendations can support environmental sustainability among Gen Z users by combining behavioral theory, sustainability theory, and AI attributes through a hybrid SEM–ANN approach in the context of a developing country.

Solar energy deployment increasingly competes with prime agricultural lands, creating conflicts between energy goals and food security. To resolve these competing demands, our study identified where agrivoltaic systems—combining solar energy and agricultural production on the same land—should be strategically deployed across the Philippines. Using geospatial analysis which integrates terrain suitability, solar photovoltaic (PV) potential, and crop compatibility with shade-tolerant crops, we identified 10.09 million has of cropland suitable for agrivoltaics, representing 81.8% of the nation's agricultural land. Regions in the Mindanao island emerged as premier agrivoltaic deployment zones, combining maximum crop compatibility (15 shade-tolerant crops), high solar PV potential (683-687 MW), and substantial suitable areas (587,000-715,000 has). These findings provide actionable recommendations for strategic agrivoltaic deployment that advances both food security and renewable energy goals in the Philippines simultaneously.

Introduction: As digital platforms increasingly mediate language learning, the challenge is no longer simply how to deliver content online but how to design environments that cultivate authentic multilingual practice. While multilingualism has long been linked to enhanced metalinguistic awareness and domain-general cognitive flexibility, the role of multimodal digital environments in fostering these outcomes remains underexplored.

Purpose: Grounded in sociocognitive and multimodal interactionist perspectives, this study examines how a cross-device metaverse platform can support multilingual development through spatially organized, task-based, and avatar-mediated interaction. Specifically, it investigates whether multilingual engagement in language-zoned virtual spaces improves learners' communicative performance, affective engagement, and cognitive control compared to conventional instruction.

Methodology: Using a quasi-experimental cluster-assigned pretest-posttest control group design, learners engaged in communicative scenarios across English, Filipino, and Mandarin within language-zoned virtual spaces that cued role-appropriate language use. Data were collected using performance-based role-play assessments (code-switching accuracy, communicative competence), oral fluency measures (WPM), motivation and anxiety questionnaires, and a Stroop interference task to assess cognitive flexibility.

Findings: Compared to peers in a control condition, learners in the metaverse environment demonstrated significantly greater gains in code-switching accuracy, spoken fluency, motivational engagement, and cognitive control. Specifically, experimental participants showed improved context-appropriate language selection and reduced cross-language interference when shifting between English, Filipino, and Mandarin during task-based role-play scenarios. They also produced more fluent spoken output and demonstrated stronger communicative competence ratings in completing real-world interaction tasks. In addition, learners reported higher motivational engagement and cognitive results, further revealing improvements in inhibitory control and attentional regulation. Collectively, these outcomes suggest that spatially cued multilingual interaction in the metaverse supports integrated gains in linguistic performance and executive functioning.

Originality/Value: This study provides empirical evidence that multilingual development is shaped not only by linguistic input but by how digital learning ecologies choreograph spatial, social, and multimodal cues into context-responsive language use. By operationalizing multilingual interaction through spatial language zoning, avatar-mediated tasks, and AI-supported multilingual dialogue, the study positions the metaverse as a semiotically rich pedagogical ecology that can simultaneously foster code-switching competence, oral fluency, motivational engagement, and domain-general executive control. The findings advance multimodal multilingual education theory by demonstrating how context-sensitive interaction design can generate co-emergent communicative, affective, and cognitive benefits in multilingual learners.

Multiple sequence alignment (MSA) is a fundamental technique in computational biology that compares protein, DNA, or RNA sequences to identify regions of similarity reflecting functional, structural, or evolutionary relationships. This systematic literature review examines the diverse land-scape of multiple sequence alignment algorithms, categorizing them based on their underlying approaches and analyzing their strengths, limitations, and applications. We explore seven major categories of alignment methods: dynamic programming, progressive alignment, iterative refinement, Hidden Markov Model-based, consistency-based, structure-based, and machine learning-based approaches. Through comprehensive analysis of recent benchmarks and literature, we identify key innovations, performance characteristics, and emerging trends in the field. This review provides a detailed overview of the evolution of multiple sequence alignment algorithms and their applications in modern bioinformatics.