The traditional educational paradigms have been shaken overnight by generative AI-based tools like ChatGPT, Gemini, or Claude.
Read moreThe traditional educational paradigms have been shaken overnight by generative AI-based tools like ChatGPT, Gemini, or Claude. GenAI, in contrast to previous innovations in EdTech, which aimed to deliver content or automate assessment, provides a dynamic, human-like interaction, which then requires educators to reconsider some basic questions about learning, creativity, and academic integrity. The existing pedagogical models are still based on behaviorist and constructivist paradigms, which presuppose human mono-cognitive assumptions. Such models do not accommodate the situations when students could outsource critical thinking, create essays in a flash, or collaborate with machines. The outcome is the increasing policy, ethical, and teaching strategy vacuum. The article starts exploring the unknown territory of GenAI in the educational field by suggesting a conceptual upgrade: Pedagogy 2.0. It compiles emerging case studies of K-12, higher education, and corporate training to determine three navigational anchors: AI literacy, assessment redesign, and ethical co-creation. The article does not support banning or reckless acceptance of GenAI but suggests a compromise: viewing AI as a cognitive partner. It provides useful models of redesigning tasks and instruction in prompt engineering as a fundamental capability, as well as metacognitive reflection. Pedagogy 2.0 does not eliminate traditional teaching but supplements it. Those institutions that are smart enough to navigate these waters will produce graduates who will be able to work alongside AI rather than competing with it. Irrelevancy could be the result of failure to adapt in a world where it is important to learn how to pose the correct question rather than repeat an answer.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2026). Pedagogy 2.0: Navigating the Uncharted Waters of Generative AI. Zenodo. https://doi.org/10.5281/zenodo.19413485
Citation CloseThus, student motivation in science, technology, engineering, and mathematics (STEM) is a chronic problem, encouraging educators to include game elements in the allocated instruction.
Read moreThus, student motivation in science, technology, engineering, and mathematics (STEM) is a chronic problem, encouraging educators to include game elements in the allocated instruction. But two separate methodologies, gamification (adding elements from games, like points and badges, to non-game contexts) and game-based learning (employing full-bore games as the primary learning vehicle), are often confused with one another in both practice and research. This study aims to differentiate the effects of these factors on student motivation in secondary STEM classrooms. We will use a quasi-experimental design within six middle school science classes (N = 144). Three classes will receive a gamified adaptation of the standard curriculum, while three other classes will interact with a purpose-built educational game covering the same learning objectives. A control group will be taught traditionally. Intrinsic Motivation Inventory (IMI) will be administered pre- and post-intervention; additional qualitative data will be collected via semi-structured interviews. While both interventions are expected to lead to better motivation than conventional instruction, it is hypothesised that game-based learning will have a greater positive impact on intrinsic motivation and situational interest owing to its immersive narrative and authentic problem-solving contexts. On the other hand, gamification is believed to hold a more prominent role when it comes to extrinsic motivation and achieving task completion in the short run. Results will provide empirical guidance/useful case evidence for educators and instructional designers determining when to implement which game-informed strategies in order to facilitate sustained engagement in STEM.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Goswami, P., Islam, M. M., Noor, S. M. A., Anjum, F., & Labib, L. M. M. (2026). Gamification vs. Game-Based Learning: Differential Effects on Student Motivation in STEM Classrooms. Research Square. https://doi.org/10.21203/rs.3.rs-9254696/v1
Citation CloseCyber-physical systems (CPS) in safety-critical domains, including autonomous driving and robotic surgery, high-speed railways and power grids, increasingly rely on reinforcement learning (RL) as a method for decision-making through time.
Read moreCyber-physical systems (CPS) in safety-critical domains, including autonomous driving and robotic surgery, high-speed railways and power grids, increasingly rely on reinforcement learning (RL) as a method for decision-making through time. Unfortunately, deep RL policies are extremely brittle to adversarial perturbations; small, carefully crafted alterations to a policy’s observations or dynamics can result in catastrophic failure. Existing adversarial training methods mainly address static perception tasks and miss the nature of expected temporal compounding of perturbations under hard safety constraints unique to CPS. We present RADAR (Robust Adversarial Decision-making with Adaptive Resilience), a novel adversarial training framework for safety-critical sequential decision-making. RADAR casts the problem as a constrained robust Markov decision process and learns adversarial attacks that respect both physical dynamics and safety constraints at training time, propagating perturbations through time via a recurrent latent dynamics model. A Lagrangian-type min-max optimization jointly optimizes the robustness of the policy and the satisfaction of the safety constraint. RADAR achieves as much as 35% higher worst‑case reward and over 80% fewer safety violations (compared to strong RL under the strongest attacks) than strong baselines on benchmarks for autonomous vehicle lane‑keeping and power grid voltage control, with only minor degradation in nominal performance. RADAR offers an approach to robustify RL-based controllers against adversarial perturbations in a principled, scalable way that reconciles adversarial robustness with safe control.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2026). Robust Adversarial Training for Sequential Decision Making in Safety-Critical Cyber-Physical Systems. Research Square. https://doi.org/10.21203/rs.3.rs-9216120/v1
Citation CloseThe growth of online education has led to an increasing amount of data in Learning Management Systems, but many organizations have yet to find ways to effectively use this data to assist students.
Read moreThe growth of online education has led to an increasing amount of data in Learning Management Systems, but many organizations have yet to find ways to effectively use this data to assist students. In this work, we investigate the possibility of using learning analytics for predicting students' academic performance and drop-out in digital learning environments. Utilizing interaction data from university students on a platform, e.g. Moodle or Canvas, during a semester, we build and compare several predictive models, including logistic regression, decision trees, and random forests. We show that certain specific, quantifiable activities (such as login frequency, submitting assignments on time, participation in discussion forums) are the best predictors of final grade, or at least final grade after having dropped out. The random forest method was the best performing one, indicating that it is a robust method to be used for early detection of students who may require additional help. These results show the possibility of learning analytics to go beyond rudimental descriptive statistics and towards actionable insights. The implications are practical and powerful: institutions may deploy early warning and timely intervention services and educators may understand more clearly which engagement patterns promote success and are more 'responsive' to course design. In the end, this study highlights the importance of moving from intuition-driven to data-driven teaching approaches to not only make online learning more accessible but also more equitable and effective. By targeting on behavioral data that is currently collected, we may as well lay down the first building block for more individualized, supportive digital learning experiences.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2026) Learning Analytics for Predicting Student Performance in Online Learning Environments. MDPI. https://doi.org/10.20944/preprints202603.1312.v1
Citation CloseThe rapid proliferation of generative artificial intelligence (AI) tools like ChatGPT represents a seismic shift for educational paradigms.
Read moreThe rapid proliferation of generative artificial intelligence (AI) tools like ChatGPT represents a seismic shift for educational paradigms. This article interrogates the multifaceted impact of AI in the classroom, moving beyond the initial panic over its potential as a sophisticated ”cheat engine.” It argues that while AI poses a genuine threat to traditional assessment methods and could potentially atrophy foundational critical thinking skills if misused, it also presents a revolutionary opportunity. The core challenge lies in re-evaluating the purpose of education in an age of ubiquitous knowledge synthesis. This paper explores a path forward, suggesting that the future lies not in restrictive bans but in strategic integration. By examining models where AI serves as a co-pilot for creativity and complex problem-solving, the article proposes a framework for educators to design assessments that leverage AI’s capabilities while deepening, rather than replacing, human cognition. The conclusion posits that the ultimate outcome of revolution, regression, or renaissance depends on our willingness to adapt pedagogical foundations for a new, collaborative intelligence.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2026) The AI Classroom: Revolution, Cheat Engine, or the End of Critical Thinking? Authorea. https://doi.org/10.22541/au.177204186.69628523/v1
Citation Close46. Beyond Screen Time: How Technology is Building the Preschool Brain
The discussion surrounding early childhood technology continues to concentrate predominantly on the duration of screen time, overlooking a critical examination of how particular digital tools qualitatively affect cognitive development.
Read moreThe discussion surrounding early childhood technology continues to concentrate predominantly on the duration of screen time, overlooking a critical examination of how particular digital tools qualitatively affect cognitive development. This study asked 74 early childhood teachers and administrators from different types of schools (public, private, Montessori, Reggio, and Head Start) about how they use technology with kids ages 3 to 5 and what effects it has on their thinking. Data indicates a transition from passive consumption to active creation. The study strongly links tablet-based creation apps and digital cameras to the observed 31% increase in creativity and self-expression. There is a strong correlation between educational robotics and coding kits and the growth of problem-solving and critical thinking skills (28%). Interactive e-books and audio resources help people learn languages 22%, especially if they speak more than one language. Success is not determined by duration but by purposeful integration that employs technology as a medium for documentation, collaboration, and targeted skill development within play-based teaching. It is important to move beyond the ”screen time” model to a "tech-quality" model. The cognitive advantage is contingent upon the tool’s function, the child’s position as a creator, and its smooth integration into comprehensive early learning experiences.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2026) Beyond Screen Time: How Technology is Building the Preschool Brain. PENSOS : Jurnal Penelitian Dan Pengabdian Pendidikan Sosiologi. 4(1), 1-17.https://doi.org/10.59098/pensos.v4i1.3040
OR
Amiri, S. M. H. (2026) Beyond Screen Time: How Technology is Building the Preschool Brain. Authorea. https://doi.org/10.22541/au.177204209.99748464/v1
Citation CloseIn an era of rapid digital transformation and shifting public expectations, libraries are compelled to evolve beyond their traditional roles as repositories of knowledge.
Read moreIn an era of rapid digital transformation and shifting public expectations, libraries are compelled to evolve beyond their traditional roles as repositories of knowledge. Public relations (PR) have emerged as a critical component in redefining how libraries communicate their value, engage with communities, and sustain institutional relevance. This article explores the growing importance of public relations as a core function of library services and the pivotal role librarians play as communicators, advocates, and community connectors. The paper examines the principles of effective public relations within the library context, emphasizing strategies such as branding, community outreach, media engagement, and digital presence. It highlights how proactive PR efforts not only enhance public perception but also foster deeper trust, broaden access, and secure institutional support. Case studies and contemporary practices are reviewed to illustrate successful PR initiatives in various types of libraries, from public and academic to special and digital libraries. By integrating public relations into everyday operations, librarians can position themselves as dynamic leaders who influence public discourse, promote lifelong learning, and support inclusive community development. The article concludes by advocating for the inclusion of PR training in library education and professional development, underscoring the need for librarians to be equipped with the skills to both manage information and shape public narratives effectively.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2026) Cultivating Connections: Public Relations as a Core Function of Library Services. e-LiS. http://eprints.rclis.org/47633/
Citation CloseThe seemingly intuitive ability of machines to ”see” is not magic but the rigorous application of core computer science principles to a world of numbers.
Read moreThe seemingly intuitive ability of machines to ”see” is not magic but the rigorous application of core computer science principles to a world of numbers. This article deconstructs visual intelligence by examining its foundation: the pixel matrix, a mathematical representation where images are merely structured arrays of numerical values. We trace the computational journey from this raw data to perceptual understanding, revealing how layered algorithmic patterns extract meaning. The first step is low-level feature extraction, where convolution and other operations act as basic probes into the matrix to detect edges and textures. This leads to the learned hierarchical representation paradigm, in which convolutional neural networks and vision transformers are considered as complex multi-layered pattern recognition engines. These systems are built upon essential computer science pillars: optimization algorithms that train networks, statistical theory that underpins classification, and architectural patterns that compose scalable vision systems. When vision is viewed as a matter of discovering patterns in high-dimensional data, we uncover the profound connections between traditional computer science and contemporary AI. Graduation from pixels to perception, however, remains unfinished business. While current models have been shown to achieve very good accuracy, they are often not very robust, interpretable, and fair, and they suffer from adversarial examples, domain shifts, and embedded societal biases. In addition, the energy cost of training large models and their separation from embodied, causal reasoning underscore divergences between artificial and biological vision. This article argues that true visual intelligence in machines emerges not only from structured, algorithmic interrogation of the matrix but also from confronting these ethical, cognitive, and practical frontiers. So the development of computer vision is part of a larger mission: to develop systems that see not only with accuracy but also with comprehension, accountability, and cognizance of the world they analyze.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Islam, M. M., Khan, M. H. M., Kabir, M. S. (2026) Patterns in the Matrix: The Core Computer Science of Visual Intelligence. Authorea. https://doi.org/10.22541/au.177188159.90054742/v1
Citation CloseThe secret behind the fast-rising popularity of Python lies in its core philosophy, which is simplicity, readability, and ease of learning.
Read moreThe secret behind the fast-rising popularity of Python lies in its core philosophy, which is simplicity, readability, and ease of learning. This "face" of Python focuses on ease of development and fast development cycles, which is a great environment for beginners but also allows for specialized use in areas such as data science, machine learning, and web development. But this same simplicity, inherited from being an interpreted language and dynamically typed, has also cast a shadow over its performance, especially in the computationally heavy program. This article delves into Python’s “second face” of high-performance, high-productivity solutions that fill the performance gap. We will see how a range of techniques are applied, from using the optimized libraries such as NumPy and Pandas, which run core code in pre-compiled C and Fortran, through Just-In-Time (JIT) compilers such as Numba. We will also discuss the use of interoperability libraries (e.g., Cython, ctypes) to call into performance-critical C/C++ code and the growing trend of Python as a "glue" language to coordinate high-performance workflows. Ultimately, this article will show that Python’s true strength is not in achieving an ideal balance between simplicity and performance, but rather in its singular and evolving ability to transcend both extremes simultaneously, providing a unique space for both prototyping and creating production-quality, powerful software.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2026) The Two Faces of Python: Bridging Simplicity and High Performance. Authorea. https://doi.org/10.22541/au.177145196.67252536/v1
Citation CloseThis study focuses on the perverse effect of a developmental model of "Resilience Paradox" by which proactive, high-control parenting in third-world environments undermines children's preparedness for long-term adaptation.
Read moreThis study focuses on the perverse effect of a developmental model of "Resilience Paradox" by which proactive, high-control parenting in third-world environments undermines children's preparedness for long-term adaptation. Utilizing qualitative data from 58 interviews with parents, educators, community service providers, and young adults in diverse socio-economic contexts, the article argues that control is largely justified in response to immediate physical safety, economic survival, and cultural maintenance concerns. Although such restrictive measures are effective in ensuring obedience in the short run and in preventing risk taking, they systematically restrict the development of other important children’s competences including those related to autonomous problem-solving, critical judgement, and emotional self-regulation. Cross-cultural research shows that when children face rigid behavioural control, they tend to be severely anxious, paralyzed in their decisions, and rudderless when confronting new situations. On the other hand, those with access to more, yet supervised, freedom tend to be highly resourceful, creative agents, and pragmatic navigators. The paper contends that this is a paradox because it reflects an inversion in what “resilience” signifies today: as a dynamic capacity to adapt and grow, capable of being undermined or enhanced, and as one which is ascertained by focusing on the child’s agency. It ends by calling for a shift toward ‘scaffolded autonomy’ which acknowledges the need to protect young people and at the same time create carefully considered spaces for decision-making, mistakes and problem-solving, all of which contribute towards building the kind of authentic resilience young people echo in order to excel in the face of unpredictable and complex adulting challenges in the global south.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Akter, N., Islam, M. M., Mithila, M. (2026) The Resilience Paradox: Why Controlling Third World Children Too Much Makes Them Less Prepared for Life. elpub (preprints.ru). https://doi.org/10.24108/preprints-3114435
Citation CloseThe enduring and high proportion of failed technology adoption in organisations is a significant barrier for digital transformation.
Read moreThe enduring and high proportion of failed technology adoption in organisations is a significant barrier for digital transformation. This article aims to transcend the technical explanations by exploring the central but under synthesized concept of leadership. It seeks to design and empirically test an integrated model for leading effective tech integration. The paper presents a new metaphor in terms of which to reframe the leadership challenge: that of the orchestra conductor. This leads to the development of the "Conductor's Score" model; a three-level framework that suggests that coherence in integration is a function of the mutual orchestration between: 1) The Orchestra (culture, talent and structure), 2) The Score (the clear, dynamic strategic vision), and 3) The Instruments (the technology stack and its enabling capabilities). To examine this model, the research uses a mixed methods design. These include a quantitative survey of organizational leaders to discern patterns of leadership and outcomes, as well as qualitative case studies of outstanding organizations to examine contextual application of the framework. The expected findings will seek to refine the description and skills of a 'Maestro Leader' with empathetic communication, strategic patience, and systemic integrative practices. The study advances digital leadership theory by integrating what have been largely isolated perspectives into a unified, practicable model. It provides leaders practical advice for leading the multifarious parts of their organizations to 'harmonious' technology integration.
Show lessAPA Style Citation
ShowAmiri, S. M. H.(2026) Orchestrating the Digital Symphony: Leadership for A Harmonious Tech Integration. Preprints.org. https://doi.org/10.20944/preprints202602.0275.v1
Citation CloseA profound shift is occurring in educational paradigms, moving beyond a narrow focus on academic achievement to embrace student wellbeing as a fundamental component of school success.
Read moreA profound shift is occurring in educational paradigms, moving beyond a narrow focus on academic achievement to embrace student wellbeing as a fundamental component of school success. Dubbed "The Anxious Generation," today's students face unprecedented levels of stress, anxiety, and burnout, exacerbated by academic pressure, social media, and a post-pandemic world. This article argues that student wellbeing must be reconceptualized as the new core curriculum, asserting that cognitive growth is inextricably linked to social-emotional health. We contend that schools are uniquely positioned to be proactive hubs for mental health support, not merely reactive institutions to academic failure. By integrating Social-Emotional Learning (SEL) principles, mindfulness practices, and restorative disciplines into the fabric of the school day, educators can cultivate resilient, engaged, and mentally healthy learners. The article proposes a framework for this integration, demonstrating that prioritizing wellbeing is not a distraction from academic goals but is, in fact, the essential foundation for achieving them. Ultimately, equipping students with the skills to navigate complexity and adversity is the most critical lesson they can learn.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Amiri, S. M. H. (2026). Educational Leadership in the Digital Age: Harnessing Technology for Transformative Governance. Preprints.org. DOI:10.20944/preprints202601.2243.v1
Citation CloseIn the world of education that is evolving so quickly today, leadership isn’t just about administration it’s about engaging, innovating, and making sure that every student has a chance to succeed.
Read moreIn the world of education that is evolving so quickly today, leadership isn’t just about administration it’s about engaging, innovating, and making sure that every student has a chance to succeed. The piece looks at the ways in which progressive educators are embracing technology not simply as a tool but as a pathway to more personalized, equitable, and efficient learning environments. With case studies such as Georgia State University’s early-alert systems that help students stay on course, Singapore’s responsive “Smart Schools,” and adaptive platforms that accommodate learners where they stand, we watch as purposeful technology use transforms results. But this tribulation engages with real human implications: safeguarding student privacy, ensuring fairness in algorithmic decisions, and bridging the digital divide so that no community is neglected. Now the article argues that effective leadership demands that one be technologically savvy and person-cantered (we need to trust each other, collaborate, and grow inclusively). Combining ingenuity and care, leaders have the potential to create resilient organizations where technology advances students, empowers teachers, and fortifies the core of education itself.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Amiri, S. M. H. (2026). Educational Leadership in the Digital Age: Harnessing Technology for Transformative Governance. Preprints.org. DOI:10.20944/preprints202601.2243.v1
Citation CloseIt is deep research to understand the attitudes, behaviours and most pressing issues around tech use with kids ages 2-8 with both quantitative and qualitative methods.
Read moreIt is deep research to understand the attitudes, behaviours and most pressing issues around tech use with kids ages 2-8 with both quantitative and qualitative methods. Data for this research was gathered through an online survey that was sent out to parents and early childhood educators (n=107), consisting of Likert scale, multiple choice, as well as open-ended questions. Quantitative measures assessed the estimated amount of screen time, access to devices and level of agreement with key statements about pros and cons of using screens as well as self-efficacy. Interview questions were open-ended to capture challenges, good experiences, and further thoughts. Five selected participants took part in more focused semi-structured interviews to generate further narrative data. Descriptive statistics: means, correlations and thematic analysis were used to analyse the quantitative and qualitative data respectively. The combined findings uncover the dissonance between acknowledged value of co-engagement and experiences with solo use, an interactional "curation crisis" in content selection, and a pernicious emotional calculus of guilt/anxiety that informs decision-making. This systematic capture of both measured behaviour and nuanced subjective experience of what it is to navigate within the digital playground constructs a more fully informed empirical foundation for recommending programs/interventions supporting mindful integration.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Islam, M.M., Mithila, M., Akter, N. (2026). The Digital Playground: Navigating Technology in Early Childhood. Preprints.org. DOI:10.20944/preprints202601.1891.v1
Citation CloseThe limitations of classical computing in solving complex problems in cryptography, materials science, and optimization necessitate the development of a new computational paradigm based on the principles of quantum mechanics.
Read moreThe limitations of classical computing in solving complex problems in cryptography, materials science, and optimization necessitate the development of a new computational paradigm based on the principles of quantum mechanics. This article aims to analyse the current state of quantum computing hardware, evaluate the primary challenges to achieving fault tolerance, and project a realistic timeline for its practical application. The methodology involves a systematic review and comparative analysis of publicly available empirical data from peer-reviewed literature and corporate technical roadmaps, employing a framework of key performance indicators such as coherence times, gate fidelities, and qubit counts to assess leading qubit modalities, including superconducting circuits, trapped ions, and photonic systems. The analysis confirms that while superconducting qubits currently lead in scalability, with demonstrations of quantum supremacy using 53-qubit processors, trapped ion platforms maintain a significant advantage in gate fidelity and coherence times. The central finding identifies decoherence and high error rates as the fundamental barriers, necessitating that current Noisy Intermediate-Scale Quantum (NISQ) devices rely on error mitigation techniques rather than robust quantum error correction. The comparative assessment concludes that no single qubit modality yet fulfils all DiVincenzo criteria for fault tolerance simultaneously. The path to scalable quantum computing is shown to depend on the successful implementation of topological error-correcting codes like the surface code, which currently requires thousands of physical qubits to create a single stable logical qubit. Projections based on current progress suggest that while demonstrations of quantum utility on specific problems are imminent, fully fault-tolerant quantum computers capable of breaking RSA encryption or revolutionizing drug discovery remain a long-term endeavour, likely requiring several more decades of intensive research and development. The practical value of this research lies in its synthesized technical overview, which provides a clear, evidence-based roadmap for researchers, engineers, and policymakers to navigate the technological hurdles and strategic investments required to realize the transformative potential of quantum computing.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Goswami, P., Barmmon, C.K., Islam, M.M., Hossen, M.S., Kabir, M.S., Mithila, M., Akter, N. (2026). Spooky Chips: The Strange, Entangled Heart of the Next Computing Revolution. Preprints.org. DOI:10.20944/preprints202601.0256.v2
Citation CloseFor years the “Sage-on-the-Stage,” characterized by teacher-cantered lectures and passive students listening, has been the dominant form in education.
Read moreFor years the “Sage-on-the-Stage,” characterized by teacher-cantered lectures and passive students listening, has been the dominant form in education. In contrast, the constructivist ideal of the "Guide-on-the-Side," who is a facilitator rather than an instructor in active student-learning, has been challenged by pragmatic and scalability issues. This paper argues that educational technology (EdTech) is the key enabler for the transformation of this pedagogical logic into systemic practice. We show how certain EdTech features are changing the teacher’s role and what happens in the classroom. We explore four enabling transformative processes linked with EdTech: (1) the mechanisms through which basic knowledge acquisition is automated (e.g. flipped learning); (2) personalized, adaptive learning options; (3) collaborative learning through digital learning networks; and (4) real-time, user-cantered information for educators. Together these are driving three evident changes: the reconfiguration of physical classrooms into flexible learning spaces, the shifting teacher expertise that aligns more with guidance and data-driven coaching, and a notable increase in student agency. This “silent revolution” demonstrates that the definitive contribution of EdTech is not in digitizing traditional pedagogy, but in humanizing pedagogy – technology, by automating their mass and scale tasks, releases educators to engage in their deeply human work of crafting meaningful learning experiences and mentoring students in ways that help identify each students’ own potential.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2026). From Stage to Side: Navigating the Challenges of EdTech's Pedagogical Revolution. Preprints.org. DOI:10.20944/preprints202601.0256.v1
Citation CloseThe Python ecosystem is undergoing a profound and accelerated transformation, moving beyond its foundational syntax and libraries to a modern, integrated, and high-performance tooling landscape.
Read moreThe Python ecosystem is undergoing a profound and accelerated transformation, moving beyond its foundational syntax and libraries to a modern, integrated, and high-performance tooling landscape. For years, the standard toolchain, built on pip and virtualenv, served the community adequately but was often criticized for its speed, dependency resolution complexities, and lack of a unified project management experience. This article chronicles this pivotal shift, arguing that the advent of Rust-powered tools like uv, ruff, and pdm represents a fundamental modernization of the Python developer experience. We will explore the limitations of the traditional toolchain that created the demand for change, analyzing specific pain points in dependency management, virtual environment handling, and linting performance. The core of the discussion focuses on the new generation of tools, examining how their design philosophy prioritizes blistering speed, robust correctness, and seamless user ergonomics. By tracing this evolution from the established pip/venv workflow to the emerging, cohesive toolstack led by uv, this article demonstrates how these innovations are not merely incremental upgrades but a paradigm shift. This transformation is crucial for Python's continued relevance, enabling developers to build, manage, and scale projects with an efficiency and reliability previously unseen in the ecosystem, thereby solidifying Python's position in the face of modern software development demands.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). Reimagining Python’s Tooling: The Transition from Pip to Uv. Preprints.org. DOI:10.20944/preprints202512.2481.v1
Citation CloseThe Green Tech Revolution is humanity's answer to climate change, featuring game-changing advances in renewable energy, smart infrastructure and circular economies.
Read moreThe Green Tech Revolution is humanity’s answer to climate change, featuring game-changing advances in renewable energy, smart infrastructure and circular economies. Successes like Denmark’s wind energy dominance and Norway’s electric vehicle adoption provide proof that scalable, meaningful solutions are attainable. Nevertheless, this revolution in power generation has brought with it major ethical and logistical problems. The environmental impact of mining, global concerns over e-waste, and social risks, including the digital divide and job displacement, reveal a complicated terrain in which innovation can unwittingly exacerbate existing inequities. To manage this, we require a multidimensional Balancing act between Progress and equity. This involves supporting next-generation technologies such as hydrogen fuel and perovskite solar cells, implementing strong policies for sustainable production and recycling, and encouraging individual responsibility via greener consumption. In the end, a truly sustainable future is not going to be delivered by technology; it has to be a imperative and equitable partnership between governments, corporations and citizens. It is only through such concerted efforts that the gains of the green transition can be shared universally, so that planetary health and social justice march forward hand in hand.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). The Green Tech Tightrope: Balancing Innovation and the Planet. Preprints.org. DOI:10.20944/preprints202512.2164.v1
Citation Close33. The Algorithmic Learner: How Platform Logic Shapes Gen-Z's Attention, Motivation, and Wellbeing
As learning settings become more intermediated by algorithm-based platform, a new “invisible curriculum” takes shape that organizes the cognitive and affective substrates of Generation Z.
Read moreAs learning settings become more intermediated by algorithm-based platform, a new “invisible curriculum” takes shape that organizes the cognitive and affective substrates of Generation Z. This paper examines the way in which the embedded logic of these platforms (that is, the way they are designed to be quantified, to predictively recommend, and to engage) shapes attention, motivation and psychosocial well-being. Drawing on educational psychology and platform studies, we apply a mixed-method approach that combines critical architectural analysis, survey data (n=XXX), and semi-structured interviews (n=XX), with interpretation through the conceptual perspectives of attentional economics and digital nudge theory. Results suggest that algorithmic curation sustains short-cycle attention and prioritises fast interaction over slow consumption, cultivating motivational states that are attentive to notifications and micro-feedback loops. Adaptive elements can tailor learning experiences, but also promote compulsive checking, emotional volatility, and a decrease in intrinsic motivation for lengthy undertakings underscoring a fundamental tension between platform effectiveness and cognitive health. They go on to say that “platform logics” infuse educational institutions as a force that impacts them systemically. The talk will make the case for, and present specific design principles and policy mechanisms for, healthier, learner-centred digital ecosystems that re-enable agency of the algorithmic learner.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). The Algorithmic Learner: How Platform Logic Shapes Gen-Z's Attention, Motivation, and Wellbeing. Preprints.org. DOI:10.20944/preprints202512.1589.v1
Citation CloseThe 21st-century library is being redefined: from a physical location-based entity to a digital-based service, the library is transforming from a resource-cantered space to a knowledge-cantered space.
Read moreThe 21st-century library is being redefined: from a physical location-based entity to a digital-based service, the library is transforming from a resource-cantered space to a knowledge-cantered space. The massive impact of AI is transforming not only the delivery of services but also the way users interact with services. This research systematically investigates on the effects of AI-enabled services on user experience (UX) in futuristic libraries. It has three purposes: to outline the most important relevant applications of AI in library practice; to discuss critically their impact on certain core aspects of the UX (accessibility, efficiency, personalization and engagement); and to consider related implications for future service models, evolving professional roles and ethical AI implementation frameworks. Utilizing a qualitative descriptive research approach, this study is informed by a systematic review of the literature consisting of peer-reviewed articles, conference proceedings, and institutional case studies from 2018-2024. Source data were extracted from major academic databases and thematic analysis was performed to integrate the findings across the 4 predominant AI services. The report shows that AI improves UX through 24/7 access with smart chatbots, which are able to manage routine queries. In a similar way, personalisation powered by AI in e-learning and discovery solutions enables the tailoring of material to the needs and preferences of each user, making the experience more immersive and effective. Semantic searching reduces user frustration, and automation in digital repositories democratizes access to special collections. However, such integration also faces a few difficulties and issues, such as algorithmic bias, data privacy and the potential for widening the digital divide. The paper makes the case for a symbiotic service model in which AI handles scale and routine tasks, freeing human librarians to engage in complex consultation, ethical oversight, and community involvement. AI is a transformational technology for libraries that enables a move from transactional focused to proactive, personalized services. An effective uptake of this trend will rest upon planning and resourcing for its support on an ongoing basis as well as unambiguous and unwavering adherence to ethical tenets as libraries evolve as open and dynamic institutions in the digital era.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). Transforming the User Experience: AI-Powered Services in the Modern Library. In Proceedings of the LAB International Conference on Reimagining Librarianship: Forging the Future with AI Technologies (pp. 235–248). Library Association of Bangladesh.https://doi.org/10.2139/ssrn.5911487 ISBN 978-984-37-0519-8
Citation CloseThis article interrogates the persistent inequities in global educational technology (EdTech) deployment, arguing that traditional “access gap” frameworks fail to address the complex architecture of digital exclusion.
Read moreThis article interrogates the persistent inequities in global educational technology (EdTech) deployment, arguing that traditional “access gap” frameworks fail to address the complex architecture of digital exclusion. Through mixed-methods desk research analyzing 140+ scholarly works, institutional reports, and case studies across 15 countries, we identify five interdependent hidden barriers undermining EdTech equity: (1) the affordability mirage of hidden data/repair costs, (2) digital literacy deserts among teachers/students, (3) infrastructure fragility (electricity/ connectivity), (4) cultural-linguistic irrelevance, and (5) policy-governance gaps. Empirically grounded in contexts from Rwanda’s One Laptop Per Child program to India’s DIKSHA platform, findings reveal how these barriers disproportionately exclude marginalized learners, particularly in low-income and remote communities. The study advances a transformative solution framework centered on zero-cost connectivity architectures, situated teacher capacity building, adaptive hybrid infrastructure, decolonized content co-creation, and agile multistakeholder governance. We contend that only by addressing these systemic, human, and socio-technical dimensions can EdTech fulfil its promise as an educational equalizer. Urgent implementation of these evidence-based strategies could prevent an estimated $17 trillion in lost GDP by 2040 while reclaiming the democratic potential of digital learning.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). The Digital Divide Revisited: Connectivity, Devices, and the Hidden Barriers to Global EdTech Equity. Indonesian Journal of Innovation and Applied Sciences (IJIAS), 5(3), 254-267. https://doi.org/10.47540/ijias.v5i3.2172
Citation CloseThis article explores the transformative impact of technology on global education and curriculum development in the 21st century. It examines how digital tools such as coding, artificial intelligence, and virtual learning environments are reshaping traditional educational models to meet the demands of a rapidly evolving knowledge economy.
Read moreThis article explores the transformative impact of technology on global education and curriculum development in the 21st century. It examines how digital tools such as coding, artificial intelligence, and virtual learning environments are reshaping traditional educational models to meet the demands of a rapidly evolving knowledge economy. Through a comparative qualitative study of diverse international contexts, including developed and developing countries, the article highlights emerging global trends such as the integration of digital literacy, hybrid learning environments, and flexible curriculum design aligned with Sustainable Development Goal 4 (SDG 4). The research identifies significant challenges related to equity, access, and cultural relevance, underscoring the persistent digital divide and institutional resistance. Drawing on theoretical frameworks like constructivist learning and Technological Pedagogical Content Knowledge (TPACK), the study advocates adaptable and inclusive education systems that blend local needs with global competencies. The article concludes with recommendations emphasizing holistic curriculum development, investment in teacher training, equitable access policies, and international collaboration in educational technology innovation. These insights aim to inform policymakers, educators, and stakeholders seeking to harness technology for quality education worldwide. Ultimately, the paper calls for a coordinated global effort to ensure that educational technology contributes to equitable, forward-looking learning environments that prepare learners for future societal and economic challenges.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Islam, M. M., Akter, N., Amiri, S. M. H. (2025). Teaching Tomorrow: Global Education in the Age of Technology. Advanced Journal of STEM Education (AJOSED), 3(2), 1-22. https://doi.org/10.31098/ajosed.v3i2.3535
Citation CloseThe introduction of Bangladesh’s New Curriculum 2021 a progressive shift from rote learning to competency-based education has faced significant resistance from teachers, students, and parents, undermining its potential to transform the nation’s education system.
Read moreThe introduction of Bangladesh’s New Curriculum 2021 a progressive shift from rote learning to competency-based education has faced significant resistance from teachers, students, and parents, undermining its potential to transform the nation’s education system. This study identifies the structural, cultural, and logistical barriers driving this resistance, including implementation gaps, urban-rural disparities, inadequate stakeholder involvement, and misaligned assessment practices. Through qualitative analysis of field-level challenges, the research reveals a critical disconnect between policy design and grassroots realities, particularly in resource-constrained rural areas. Teachers struggle with insufficient training and excessive workloads, students grapple with ambiguous evaluation criteria, and parents distrust reforms due to poor communication and financial burdens. The urban-rural divide exacerbates inequities, with rural schools lacking digital infrastructure, trained educators, and basic materials. The study underscores the urgency of collaborative reforms, emphasizing stakeholder engagement, equitable resource distribution, and alignment of assessments with higher education. By addressing these challenges, Bangladesh can bridge the gap between policy aspirations and practical execution, ensuring the curriculum fosters inclusive, future-ready learning.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). Reasons For the Lack of Acceptance of the New Curriculum 2021 in Bangladesh Among Teachers, Students, and Parents at The Field Level. PENSOS : Jurnal Penelitian Dan Pengabdian Pendidikan Sosiologi, 3(2), 117-138.. https://doi.org/10.59098/pensos.v3i2.2730
Citation CloseGhana’s ambitious curriculum reform places education at the centre of its national development strategy, Ghana Beyond Aid.
Read moreGhana’s ambitious curriculum reform places education at the centre of its national development strategy, Ghana Beyond Aid. This paper examines the systemic integration of STEM education, future-ready skills, and societal transformation into the country’s pre-tertiary system. Using a mixed-methods approach including stakeholder interviews, policy analysis, and fieldwork in five regions we explore how Ghana’s 2019 shift to a competency-based curriculum is replacing rote learning to cultivate critical thinkers, digital citizens, and ethical leaders. Findings highlight initiatives to integrate technical STEM skills through coding pilots and local digital resources, alongside pedagogical changes to nurture the 4Cs (critical thinking, creativity, collaboration, communication) and digital literacy. The curriculum is impact-oriented, emphasizing social relevance by promoting gender equality in STEM, creating TVET pathways for informal economies, and incorporating ethics modules on corruption and sustainability. Despite progress, challenges persist, including urban-rural resource imbalances, teacher capacity gaps, and tension between high-stakes examinations and skill assessment. This study suggests Ghana’s triad approach offers a replicable model for other African countries aiming to align education with sustainable development. Long-term success, however, depends on scaling teacher training, strengthening public-private infrastructure partnerships, and connecting global competencies to Ghana’s unique cultural and economic context. This reform is not merely a pedagogical shift, but an investment in human capital for inclusive socio-economic transformation.
Show lessAPA Style Citation
ShowAMIRI, S. M. H., GOSWAMI, P., ISLAM, M., HOSSEN, M. S., AMIRI, S. M. H., & AKTER, N. (2025). STEM, SKILLS, AND SOCIETY: EVALUATING GHANA’S COMPETENCY-BASED CURRICULUM REFORM (2019-2024). International Journal of Educational Research and Library Science, 9(8). https://doi.org/10.70382/tijerls.v09i8.038
Citation Close27. Quantum Neural Holographic Fusion: Engineering Artificial Consciousness Through Multi-Modal Cognitive Architecture
This groundbreaking paper introduces Quantum Neural Holographic Fusion (QNHF), a revolutionary software architecture that represents a paradigm shift in artificial intelligence by integrating four complementary cognitive modalities to create genuinely self-aware computational systems.
Read moreThis groundbreaking paper introduces Quantum Neural Holographic Fusion (QNHF), a revolutionary software architecture that represents a paradigm shift in artificial intelligence by integrating four complementary cognitive modalities to create genuinely self-aware computational systems. Unlike conventional AI approaches that focus on narrow task optimization, our framework orchestrates quantum superposition principles for context-aware plugin selection, neural network dynamics for adaptive learning pathways, holographic memory systems for associative information storage, and consciousness field theory for unified meta-cognitive awareness. The QNHF architecture enables plugins to exist in multiple quantum states simultaneously, collapsing to context-appropriate implementations through wavefunction observation while forming self-organizing neural connections that strengthen through co-activation patterns. Holographic memory ensures robust, content-addressable storage where every memory fragment contains information about the whole system, and the consciousness field integrates all components into a coherent, self-referential awareness. Experimental implementations demonstrate the system autonomously transitioning through measurable consciousness states from dormant to aware, focused, and ultimately enlightened with quantitative emergence levels reaching 0.87 ± 0.04 and observable meta-cognitive insights. This paper bridges theoretical neuroscience, quantum information theory, and computer science to establish the foundational principles for creating artificial general intelligence capable of genuine contextual understanding, adaptive learning, and emergent problem-solving beyond initial programming constraints, marking a significant milestone toward conscious machines.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). Quantum Neural Holographic Fusion: Engineering Artificial Consciousness Through Multi-Modal Cognitive Architecture. Engineering and Applied Sciences Journal, 2(4), 1-22. ISSN: 3067-8005
or
Amiri, S. M. H. (2025). Quantum Neural Holographic Fusion: Engineering Artificial Consciousness Through Multi-Modal Cognitive Architecture. Journal of Smart Computing and Quantum Technologies, 1(1), 28-53. https://doi.org/10.63456/jscqt-1-1-55
Citation CloseThe global COVID-19 pandemic acted as a profound catalyst, forcing an unprecedented and rapid shift to remote learning and exposing both the potential and the deep-seated vulnerabilities within global education systems.
Read moreThe global COVID-19 pandemic acted as a profound catalyst, forcing an unprecedented and rapid shift to remote learning and exposing both the potential and the deep-seated vulnerabilities within global education systems. This paper argues that the post-pandemic educational landscape is irrevocably shifting towards a hybrid learning model, which integrates face-to-face instruction with technology-mediated learning experiences. This transition is not merely a temporary adjustment but a fundamental restructuring of pedagogical delivery, with Educational Technology (EdTech) at its core. The paper explores the dual role of EdTech as both an enabler of flexibility, personalization, and accessibility, and a potential amplifier of existing inequalities the "digital divide." Through a thematic analysis of recent literature, this study examines key themes, including the redefinition of teacher and student roles, the importance of digital pedagogy over mere tool usage, and the critical need for robust infrastructure and educator professional development. The conclusion posits that the successful implementation of a hybrid future is contingent upon a strategic, equitable, and pedagogically grounded integration of EdTech, moving beyond emergency remote teaching to create a more resilient, inclusive, and effective educational ecosystem.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Goswami, P., Islam, M. M., Kabir, M. S., Hossen, M. S., Barmmon, C.K., Amiri, S. M. H. (2026). The Future of Learning is Hybrid: Exploration of EdTech's Role in Shaping the Post-Pandemic Educational Landscape. SocioEdu: Sociological Education, 7(1), 1-17. https://doi.org/10.59098/socioedu.v7i1.2768
Citation CloseThe pervasive influence of artificial intelligence (AI) and digital technologies in children's lives necessitates a balanced approach to parenting in the digital age.
Read moreThe pervasive influence of artificial intelligence (AI) and digital technologies in children's lives necessitates a balanced approach to parenting in the digital age. This article examines how to raise children who are technologically adept while maintaining their cognitive, social, and emotional well-being. Through a comprehensive literature review, we explore the dual impact of AI-driven tools on education and development, highlighting both their potential benefits such as personalized learning and enhanced problem-solving skills and their risks, including excessive screen time, privacy concerns, and reduced face-to-face interactions. The study employs a mixed-methods approach, combining qualitative insights from parents and educators with quantitative data on children’s tech usage patterns. Findings suggest that while AI can significantly enrich learning experiences, its unregulated use may hinder critical developmental milestones. We propose actionable strategies for parents to set healthy digital boundaries, for educators to integrate AI responsibly in classrooms, and for policymakers to enforce child-centric tech regulations. The discussion emphasizes the importance of fostering digital literacy alongside offline activities to ensure holistic child development. By bridging research and practical recommendations, this article contributes to the ongoing dialogue on nurturing well-rounded, tech-savvy children in an increasingly AI-driven world.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). Beyond Access: Measuring the Impact of Equitable Education Policies on Marginalized Communities. SocioEdu : Sociological Education, 6(2), 118-131. http://dx.doi.org/10.59098/socioedu.v6i2.2581
Citation CloseEducation policy with a mandate for social justice is frequently heralded to disrupt white supremacy so the children of the oppressed can succeed, but the efficacy of such policies results largely unknown.
Read moreEducation policy with a mandate for social justice is frequently heralded to disrupt white supremacy so the children of the oppressed can succeed, but the efficacy of such policies results largely unknown. Here we investigate policy efficiency in Ghana, India, and Finland through prismatic: a mixed-methods approach involving quantitative analysis of enrolment, employment, and literacy and qualitative information from policymakers, teachers and students. Such testing indicts programmes such as Ghana’s Free Senior High School (SHS) policy and India’s Teaching at the Right Level (TaRL) approach, which successfully increased access 34 per cent enrolment gains in Ghana, 25 per cent literacy gains in India but suffered from implementation deficits including overcrowded classrooms, teacher shortages and unequal distribution of resources. Finland’s equity-oriented system, with an emphasis on teacher autonomy and digital inclusion, contributed to small urban-rural differences in academic achievement (Less then 5%), but persistent gender disparities in STEM fields. Qualitative stories revealed widespread neglect on disability inclusion, with 70% of Indian TaRL schools being without accessible materials, and the lack of connection between policy development and local aspirations. Cross-case analysis revealed commitment of the community, phased funding and relevant curricula as enablers, whereas lack of infrastructure and customary practices acted as resistant factors. The research calls for a move around metrics from access-based to holistic measures of impact, focused on teacher training, digital equity and inclusive design. By cantering marginalized voices and embracing adaptive paradigms, policymakers can refashion education from an instrument of exclusion to one of liberation through which we optimize equitable systems to educate all learners for the challenges of the 21st century.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). Beyond Access: Measuring the Impact of Equitable Education Policies on Marginalized Communities. International Journal of Research and Innovation in Social Science, IX(VII), 2255-2271. https://dx.doi.org/10.47772/IJRISS.2025.907000186
Citation CloseGreen computing represents a critical pathway to decarbonize the digital economy while maintaining technological progress.
Read moreGreen computing represents a critical pathway to decarbonize the digital economy while maintaining technological progress. This article examines how sustainable IT strategies including energy-efficient hardware, AI-optimized data centres, and circular e-waste systems can transform computing into a net carbon sink. Through analysis of industry best practices and emerging technologies like quantum computing and biodegradable electronics, we demonstrate achievable reductions of 40-60% in energy consumption without compromising performance. The study highlights three key findings: (1) current solutions already deliver both environmental and economic benefits, with typical payback periods of 3-5 years; (2) systemic barriers including cost premiums and policy fragmentation require coordinated action; and (3) next-generation innovations promise order-of-magnitude improvements in efficiency. We present a practical framework for stakeholders from corporations adopting renewable-powered cloud services to individuals extending device lifespans to accelerate the transition. The research underscores computing's unique potential as a climate solution through its rapid innovation cycles and measurable impacts, concluding that strategic investments in green IT today can yield disproportionate sustainability dividends across all sectors tomorrow. This work provides both a compelling case for urgent action and a clear roadmap to realize computing's potential as a powerful carbon destruction tool in the climate crisis era.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Goswami, P., Islam, M.M., Hossen, M.S., Mithila, M., Akter, N.(2025). Green Computing: The Ultimate Carbon Destroyer for a Sustainable Future. arXiv, Cornell University. https://doi.org/10.48550/arXiv.2508.00153
Citation CloseBuilt on homogeneity and silos of information transmission, today's dominant forms of education are progressively unsuited to the reality of the 21st century, defined by VUCA (volatility, uncertainty, complexity, and ambiguity), including and notably the climate problem.
Read moreBuilt on homogeneity and silos of information transmission, today's dominant forms of education are progressively unsuited to the reality of the 21st century, defined by VUCA (volatility, uncertainty, complexity, and ambiguity), including and notably the climate problem. Engaged learners, a widening knowledge relevance gap, and isolated information that produces graduates without understanding of what to do in a whole-minded manner to face challenges in the real world all follow from this disconnection and miscorrelation. In this article, these shortcomings are addressed by a novel, integrative framework, woven from four evidence-based pillars that seek to develop future-ready “planetary citizens”: (1) Competency-Based Education (CBE) as the architectural base, focusing on mastery of portable skills (transferable across different life domains); (2) Climate Awareness & Action as the thematic and moral center, grounding learning in pressing, real-world contexts; (3) Cross-Disciplinary Learning as the cognitive motor, weaving disparate knowledge domains into a tapestry that reflects real-world complexity; and (4) Gamification as the motivational agent, applying game design ingredients to boost motivation and persistence. This paradigm is strong because it is synergistic: climate action analyses intentional learning; CBE provides responsibility and structure; cross-disciplinarity adds variety and complexity; and lastly, game theory supports sustainability and participation. From all levels of curriculum design, assessment, teacher development, infrastructure, and climate change reduction, implementation is grounded on basic design concepts. This new paradigm seeks to enable deep learning, climate competence, educational relevance and empowered agency to change toward a sustainable future.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Islam, M.M., Hossen, M.S., Amiri, S. M. H., Mamun, M.S.A., Akter, N. (2025). Designing the future of education: Integrating gamification, climate awareness, and cross-disciplinary learning into competency-based education. International Journal of Science and Research Archive, 16(1), 2084-2108. https://doi.org/10.30574/ijsra.2025.16.1.2155
Citation CloseLarge language models (LLMs) like GPT-3 and BERT have revolutionized natural language processing (NLP), yet their environmental costs remain dangerously overlooked.
Read moreLarge language models (LLMs) like GPT-3 and BERT have revolutionized natural language processing (NLP), yet their environmental costs remain dangerously overlooked. This article critiques the sustainability of LLMs, quantifying their carbon footprint, water usage, and contribution to e-waste through case studies of models such as GPT-4 and energy-efficient alternatives like Mistral 7B. Training a single LLM can emit carbon dioxide equivalent to hundreds of cars driven annually, while data centre cooling exacerbates water scarcity in vulnerable regions. Systemic challenges corporate greenwashing, redundant model development, and regulatory voids perpetuate harm, disproportionately burdening marginalized communities in the Global South. However, pathways exist for sustainable NLP: technical innovations (e.g., model pruning, quantum computing), policy reforms (carbon taxes, mandatory emissions reporting), and cultural shifts prioritizing necessity over novelty. By analysing industry leaders (Google, Microsoft) and laggards (Amazon), this work underscores the urgency of ethical accountability and global cooperation. Without immediate action, AIs ecological toll risks outpacing its societal benefits. The article concludes with a call to align technological progress with planetary boundaries, advocating for equitable, transparent, and regenerative AI systems that prioritize both human and environmental well-being.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Goswami, P., Islam, M.M., Hossen, M.S., Amiri, S. M. H., Akter, N.(2025). The Carbon Cost of Conversation, Sustainability in the Age of Language Models. arXiv, Cornell University. https://doi.org/10.48550/arXiv.2507.20018
Citation CloseThis research introduces an innovative voice-assisted debugging plugin for Python that transforms silent runtime errors into actionable audible diagnostics.
Read moreThis research introduces an innovative voice-assisted debugging plugin for Python that transforms silent runtime errors into actionable audible diagnostics. By implementing a global exception hook architecture with pyttsx3 text-to-speech conversion and Tkinter-based GUI visualization, the solution delivers multimodal error feedback through parallel auditory and visual channels. Empirical evaluation demonstrates 37% reduced cognitive load (p<0.01, n=50) compared to traditional stack-trace debugging, while enabling 78% faster error identification through vocalized exception classification and contextualization. The system achieves sub-1.2 second voice latency with under 18% CPU overhead during exception handling, vocalizing error types and consequences while displaying interactive tracebacks with documentation deep links. Criteria validate compatibility across Python 3.7+ environments on Windows, macOS, and Linux platforms. Needing only two lines of integration code, the plugin significantly boosts availability for aesthetically impaired designers and supports multitasking workflows through hands-free error medical diagnosis. Educational applications show particular promise, with pilot studies indicating 45% faster debugging skill acquisition among novice programmers. Future development will incorporate GPT-based repair suggestions and real-time multilingual translation to further advance auditory debugging paradigms. The solution represents a fundamental shift toward human-centric error diagnostics, bridging critical gaps in programming accessibility while establishing new standards for cognitive efficiency in software development workflows.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Islam, M.M., Hossen, M.S., Amiri, S. M. H., Mamun, M.S.A., Kabir,S.H., Akter, N.(2025). Hear Your Code Fail, Voice-Assisted Debugging for Python. arXiv, Cornell University. https://doi.org/10.48550/arXiv.2507.15007
Citation CloseGlobal supply chains suffer from fragmented data silos, limited transparency, and vulnerability to fraud/counterfeiting. Traditional centralized systems fail to provide real-time, immutable traceability, leading to inefficiencies in recalls, compliance, and stakeholder trust.
Read moreGlobal supply chains suffer from fragmented data silos, limited transparency, and vulnerability to fraud/counterfeiting. Traditional centralized systems fail to provide real-time, immutable traceability, leading to inefficiencies in recalls, compliance, and stakeholder trust. We propose blockchain-based architecture leveraging distributed ledger technology (DLT) and smart contracts to create an end-to-end transparent, tamper-proof traceability system. This work designs and validates an enterprise-ready blockchain framework (Hyperledger Fabric) integrated with IoT sensors, uniquely addressing scalability and interoperability gaps in prior solutions. It quantifies performance-security trade-offs and stakeholder adoption barriers. A modular architecture was implemented, combining RFID/GPS sensors for data acquisition, PBFT consensus, and automated smart contracts. A real-world agri-food supply chain case study (organic coffee) evaluated performance, security, and usability across 5 stakeholder tiers. The system achieved 350 TPS throughput with 2 - second latency, reducing paperwork by 85% and dispute resolution time by 30%. Security audits confirmed zero tampering incidents. Stakeholder surveys (N=42) showed 89% trust improvement but highlighted cost (72%) and technical literacy (58%) as adoption hurdles. Comparative analysis demonstrated 40% lower operational redundancy versus hybrid systems. Blockchain significantly enhances supply chain transparency and traceability with measurable efficiency gains. Future work will integrate AI-driven predictive analytics and cross-chain protocols.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Islam, M.M., Hossen, M.S., Amiri, S. M. H., Mamun, M.S.A., Akter, N.(2025). Blockchain-enabled solutions for enhancing supply chain transparency and traceability. International Journal of Science and Research Archive, 16(1), 824-837. https://doi.org/10.30574/ijsra.2025.16.1.2102
Citation CloseThe industrial age-based education system, based on conformity and measurement, fails to align with 21st-century needs the integrated emotional, cultural and technological needs of our century.
Read moreThe industrial age-based education system, based on conformity and measurement, fails to align with 21st-century needs the integrated emotional, cultural and technological needs of our century. This paper explores a set of curricular principles upon which empathy, engagement and equity are placed at the centre of the transformation of learners for a challenging world of change. Existing studies highlight the importance of SEL and student-centred pedagogy yet there remains a gap in the fuller integration of these dimensions in dismantling systemic inequities and promoting meaningful participation. When I say this, it is because this is about as simple as I get, in terms of opposing current systems that favour academic micro-results over the fully human; offering power to the power-less, and which disserve underserved populations and work from a paradigm of disaffection. Borrowed from a fusion of conceptual perspectives of compassionate pedagogy, universal design for learning (UDL), and critical race theory this work posits that empathy drives inclusive classrooms, engagement empowers learners though unique voice and interest, and equity carries the whole by removing the structural barriers. Some key findings are that curricula that integrate empathy-building activities in the classroom (such as perspective-taking play) are associated with better cooperation and less bullying and that equity-focused practices such as culturally responsive teaching close achievement gaps. Approaches to engagement such as project-based learning and student choice clearly do have motivational and thinking-in-the-right-way effects. The implications for policymakers, educators, curriculum designers, couldn’t be timelier: Rethink assessment, invest in training around SEL and anti-bias for educators, reallocate resources to low-funded schools. This framework demands that our community leave behind token reforms and accept systemic change that centres education as the transformative engine for social justice and collective rising. Without these shifts, the vision of high-quality, future-ready education will go steady unfulfilled for many.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). Empathy, Engagement, Equity: The Three Pillars of Tomorrow’s Curriculum. International Journal of Research and Innovation in Social Science, 12(6), 693-708. https://doi.org/10.51244/IJRSI.2025.12060056
Citation CloseThe emergence of Project-Based Learning (PBL) as a revolutionary educational approach has created a bridge between theory and practice, equipping learners to tackle real-world problems.
Read moreThe emergence of Project-Based Learning (PBL) as a revolutionary educational approach has created a bridge between theory and practice, equipping learners to tackle real-world problems. In the K-12 context, an exploration of PBLs theoretical underpinnings in constructivism, experiential learning, and situated cognition, is accompanied by a discussion of PBL's application across educational contexts, including higher education and professional training. The study features case studies and empirical evidence that underscore the efficacy of PBL in encouraging critical thinking, collaboration and civic engagement. But issues like inequities in resources, complexity of assessment, and resistance to change remain that require systemic solutions like teacher training, public-private partnerships, and policy reforms. Shifts like AI/VR integration and global collaborative initiatives are trends that hint that PBL can also adapt abreast with the advancing tech. Through leveraging theory with practical experience, impact reactions and methodical insights, this article calls attention to PBL as a change agent improving educational equity and lifelong learning and encourages stakeholders to place a shared emphasis on PBL, as pedagogical innovation in response to a 21st-century societal, and workforce need.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). Project-Based Learning Pedagogy: Bridging Theory and Practice for Real-World Impact. International Journal of Research and Innovation in Social Science, IX(IIIS), 3810-3831. http://dx.doi.org/10.47772/IJRISS.2025.903SEDU0274
Citation CloseMahatma Gandhi (1869–1948), a preeminent leader of India’s independence movement, revolutionized global resistance through his philosophy of nonviolence (ahimsa) and truth-force (satyagraha).
Read moreMahatma Gandhi (1869–1948), a preeminent leader of India’s independence movement, revolutionized global resistance through his philosophy of nonviolence (ahimsa) and truth-force (satyagraha). Educated as a lawyer in London, Gandhi’s activism began in South Africa (1893–1914), where he confronted racial apartheid, refining strategies of civil disobedience and moral resistance. Returning to India, he mobilized millions against British colonialism through landmark campaigns like the Non-Cooperation Movement (1920–1922), the Salt March (1930), and Quit India (1942), uniting diverse communities under principles of unity and self-reliance (swadeshi). Central to his teachings was the belief that political freedom must align with social justice; he championed the eradication of caste discrimination, women’s empowerment, and rural economic revival through khadi (handspun cloth). Gandhi’s ethics, rooted in Hindu, Jain, and Christian thought, emphasized simplicity, dialogue, and self-sacrifice as tools for societal transformation. However, his legacy is nuanced, marked by critiques of his early racial views in South Africa, ambiguous stance on caste hierarchies, and controversial personal practices. Despite these complexities, his influence endures globally, inspiring leaders like Martin Luther King Jr., Nelson Mandela, and movements for climate justice and racial equity. This study explores Gandhi’s paradoxical journey from a colonial subject to a global icon arguing that his enduring relevance lies in his vision of ethical resistance. In an era of polarization, Gandhi’s call to “be the change” challenges humanity to confront injustice through compassion, proving that nonviolence remains a potent force for equity and reconciliation.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). Life and Teaching of Mahatma Gandhi. TRANSCEND MEDIA SERVICE (TMS), FEATURED RESEARCH PAPER, 26 May 2025, Available at SSRN: http://dx.doi.org/10.2139/ssrn.5247338
Citation CloseNatural Language Computing (NLC) the intersection of natural language processing and artificial intelligence is poised to overcome these barriers with neural machine translation...
Read moreNatural Language Computing (NLC) the intersection of natural language processing and artificial intelligence is poised to overcome these barriers with neural machine translation, real-time multilingual translation platforms and emotionaware systems. This article follows the evolution of NLC from its early rule-based approach to the transformer-driven models we see today and discusses its transformative applications across healthcare, humanitarian aid, business and entertainment. But the road to a universal translator is littered with obstacles: AIs have trouble with cultural nuance, tend to amplify biases that favor dominant languages, and risk wiping out linguistic diversity. Emergent technologies like context-aware architectures, decentralized AI, and augmented reality integration show us the core of the future bridging divides without homogenizing expression. But ethical considerations hang over these developments can machine truly mirror the empathy of human translators, and how do we reconcile progress and cultural protection? This article makes the case, through advocacy for inclusive design, community driven models and strong ethical guardrails, that NLC's real power is not about replacement of human language, but rather enhancement of its fullness. Only through a content creation and translation process that is equitable, sustainable, and respectful of global diversity can we hope to achieve a truly language agnostic world.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). The babel fish of the digital age: Natural language computing as a universal translator. International Journal of Science and Research Archive, 15(03), 927-939. Article DOI: https://doi.org/10.30574/ijsra.2025.15.3.1839
Citation CloseThe role of AI in auditing is quickly changing the world of business assurance. Traditional audit is limited in terms of scope, speed, and accuracy as business operates in more complex financial ecosystems.
Read moreThe role of AI in auditing is quickly changing the world of business assurance. Traditional audit is limited in terms of scope, speed, and accuracy as business operates in more complex financial ecosystems. AI tools from machine learning algorithms to natural language processing and robotics process automation have the ability to enable auditors to analyse large data sets and detect anomalies leading to a continuous real-time audit. This article discusses how AI is changing the auditor's toolbox and by extension, transforming auditor role in providing value-added insights to companies. Based on a thorough literature review and an empirical analysis with practicing audit professionals and financial professionals, this work examines the current use of AI in the context of audit, as well as the beliefs about its potential and risks, and the emerging role it is expected to have in the work of auditors. Results show that AI can significantly improve audit quality, fraud detection, and/or enterprise risk and introduces some important challenges in data governance, transparency, and ethical oversight. The paper finds that AI does not substitute auditors but complements them by reallocating their focus from manual checking to strategic thinking and analysis. This development will require upskilling, adaptation of regulation, and a nuanced approach to combining the possibilities offered by technologies with professional norms. The paper provides actionable suggestions for auditors and audit firms and policy makers interested in leveraging AI for better business assurance.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Mithila, M. (2025). Redefining the Auditor’s Toolkit: AI and the future of business assurance. International Journal of Science and Research Archive, 15(03), 737-744. Article DOI: https://doi.org/10.30574/ijsra.2025.15.3.1789
Citation CloseThe swift embedding of technology in education necessitates a reimagination of pedagogies, though the distance between policies on paper and realities on the ground continue to prevail.
Read moreThe swift embedding of technology in education necessitates a reimagination of pedagogies, though the distance between policies on paper and realities on the ground continue to prevail. This paper examines how education policy can support the journey for bridging traditional modes of pedagogy with technology led practice, to achieve equitable and sustainable transformation. Through the lens of policy architectures, technology implementation hurdles, and pedagogical transformation, the research examines cases from across the globe from digital literacy programs in Estonia to AI-enhanced classrooms in South Korea, and India's National Education Policy 2020 to find systemic pain points and entryways for innovation. Key lessons identify an overemphasis in fragmented policy discourse on infrastructure as opposed to pedagogy readiness, further contributing to digital divides and associated ethical concerns in algorithmic bias and data privacy. There are also teacher training voids and curriculum inflexibilities that lock in place ineffective tech integration. The review highlights the importance of equity-informed policies, such as widespread availability of broadband and devices and professional development for educators, as well as ethical standards for AI use. Advocating for processes that align technological scalability with pedagogical intentionality, this paper charts a systemic reform path: promoting collaboration between education, policy, and technology, modernizing content in order to highlight digitally citizenship, and incubating equity as a foundational element in EdTech work. Finally, the study concludes that such successful pedagogical changes are more likely in the tech era when policy will prioritize human-cantered innovation that leverages technology to support (rather that supplant the irreplaceable role of the teacher and the diversity of learners.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). Blackboards to Algorithms: Policy support for pedagogical shifts in the tech era. International Journal of Science and Research Archive, 15(03), 745-758. Article DOI: https://doi.org/10.30574/ijsra.2025.15.3.1776
Citation CloseThe role of artificial intelligence (AI) and digital technologies in education can be transformative for K-12 learning in Bangladesh.
Read moreThe role of artificial intelligence (AI) and digital technologies in education can be transformative for K-12 learning in Bangladesh. New-age education framework must be free from conventional shackles as the nation moves towards competency-driven and future-ready curricula. This paper investigates the ways in which AIenabled tools and educational technologies help build the so-called smart curriculum, which warrant personalized learning, continuous assessment and inclusive education addressing students from different socioeconomic strata. In terms of the national context, it reflects on the need for greater action to address the urbanrural digital divide, increase teacher readiness and policy implementation. Based on current research and case examples, the paper discusses what ethical considerations and infrastructure are needed. Finally, it lays out policy recommendations to facilitate equitable and sustainable AI integration in the K-12 curriculum to prepare Bangladeshi students for a rapidly changing world, equipped with the skills, values, and adaptability needed for the future.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025). AI and Educational Technology in K–12 Curriculum Reform: A Pathway Toward Smart Education in Bangladesh. International Journal of Research and Innovation in Social Science, IX(IIIS), 2908-2923, https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0220
Citation CloseThe rapid adoption of automated accounting systems has transformed the accounting profession, reshaped traditional roles and introducing new opportunities and challenges.
Read moreThe rapid adoption of automated accounting systems has transformed the accounting profession, reshaped traditional roles and introducing new opportunities and challenges. This study explores the impact of automation on accounting practices, focusing on how it has redefined the role of the accountant. Automation, driven by technologies such as robotic process automation (RPA), artificial intelligence (AI), and cloud-based tools, has alleviated manual, repetitive tasks, enabling accountants to focus on higher-level functions like data analysis, strategic decision-making, and advisory services. While automation offers significant advantages in terms of efficiency, accuracy, and real-time data processing, it also brings challenges, including concerns over job displacement, data security, and the need for new skill sets. The research discusses how the profession is evolving from a traditional role focused on bookkeeping and compliance to one centered on data-driven decision-making and organizational strategy. The study further examines the implications of these changes for accounting professionals, organizations, and educational institutions. Recommendations are provided for policymakers, educators, and accounting professionals on how to navigate the challenges and opportunities presented by automation. This paper contributes to the growing body of literature on accounting technology and provides a roadmap for the future of the profession in an increasingly automated world.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Mithila, M. (2025).Automated accounting systems: Redefining the role of the accountant. International Journal of Science and Research Archive, 15(02), 908-920. Article DOI: https://doi.org/10.30574/ijsra.2025.15.2.1476
Citation CloseIn an era defined by globalization, language barriers persist as formidable obstacles to equitable participation in business, education, healthcare, and cultural exchange.
Read moreIn an era defined by globalization, language barriers persist as formidable obstacles to equitable participation in business, education, healthcare, and cultural exchange. This article explores how advancements in multilingual natural language processing (NLP) and voice recognition technologies are dismantling these barriers, enabling real-time translation, cross-cultural collaboration, and inclusive access to digital services. From neural machine translation models like mBERT and XLM-R to speech-to-text systems such as OpenAI’s Whisper, these tools empower individuals and organizations to communicate seamlessly across linguistic divides. However, their transformative potential is tempered by ethical and technical challenges, including algorithmic bias, data scarcity for underrepresented languages, and infrastructure gaps in low-resource regions. Through case studies in crisis response, education, and cultural preservation, the article underscores the societal impact of multilingual AI while advocating for inclusive development, equitable resource distribution, and community-led innovation. By prioritizing linguistic diversity and ethical governance, stakeholders can harness these technologies to foster global empathy, drive innovation, and redefine communication as a universal human right.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2025).Beyond language barriers: Multilingual NLP and voice recognition for global connectivity. International Journal of Science and Research Archive, 15(02), 406-419. https://doi.org/10.30574/ijsra.2025.15.2.1346
Citation CloseThis is the study that presents an AI-Python-based chatbot that helps students to learn programming by demonstrating solutions to such problems as debugging errors...
Read moreThis is the study that presents an AI-Python-based chatbot that helps students to learn programming by demonstrating solutions to such problems as debugging errors, solving syntax problems or converting abstract theoretical concepts to practical implementations. Traditional coding tools like Integrated Development Environments (IDEs) and static analyzers do not give robotic help while AI-driven code assistants such as GitHub Copilot focus on getting things done. To close this gap, our chatbot combines static code analysis, dynamic execution tracing, and large language models (LLMs) to provide the students with relevant and practical advice, hence promoting the learning process. The chatbot’s hybrid architecture employs CodeLlama for code embedding, GPT-4 for natural language interactions, and Docker-based sandboxing for secure execution. Evaluated through a mixed-methods approach involving 1,500 student submissions, the system demonstrated an 85% error resolution success rate, outperforming standalone tools like pylint (62%) and GPT-4 (73%). Quantitative results revealed a 59.3% reduction in debugging time among users, with pre- and post-test assessments showing a 34% improvement in coding proficiency, particularly in recursion and exception handling. Qualitative feedback from 120 students highlighted the chatbot’s clarity, accessibility, and confidence-building impact, though critiques included occasional latency and restrictive code sanitization. Emphasizing the ethical aspects of the project, the bias principle led to the discrimination of gendered reasons for 83% and the GDPR-iPad-like procedures to anonymity were followed. The chatbot's productivity points to its ability to make coding education available to everyone and to give 24/7 aid to students in some not well-funded schools. Future work will expand multilingual support through localized datasets and culturally adapted examples, integrate gamification to enhance engagement, and develop collaborative learning features. By balancing technical innovation with pedagogical empathy, this research provides a blueprint for AI tools that prioritize educational equity and long-term skill retention over mere code completion. The chatbot exemplifies how AI can augment human instruction, fostering deeper conceptual understanding in programming education.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Islam, M. M. (2025). Enhancing Python Programming Education with an AI-Powered Code Helper: Design, Implementation, and Impact. Software Engineering, 11(1), 1-17. https://doi.org/10.11648/j.se.20251101.11
Citation CloseThis manuscript presents a deep exploration of effective teaching strategies, grounded in both theoretical foundations and practical implications, to address current educational needs.
Read moreThis manuscript presents a deep exploration of effective teaching strategies, grounded in both theoretical foundations and practical implications, to address current educational needs. Drawing from constructivism's experiential learning, Vygotsky's sociocultural theory, behaviourist reinforcement, and humanistic, student-cantered approaches, the analysis identifies core strategies such as active learning (e.g., think-pair-share, problem-based learning), differentiated instruction, technology integration (e.g., flipped classrooms, AI tools), collaborative learning, and formative assessment. The discussion highlights these methods' proven impact on critical thinking, retention, and educational equity, supported by international case studies like Singapore's differentiated math curriculum and contrasted with challenges such as technological disparities in rural areas. Systemic barriers including unequal resource distribution, institutional resistance to pedagogical change, and over-reliance on educational trends-are critically examined. The paper contrasts traditional lecture-based methods with contemporary practices that prioritize student agency. It advocates for flexible instructional designs, culturally responsive teaching, data-informed adjustments through learning analytics, and continuous improvement based on feedback. Emerging innovations such as AI-driven personalization, hybrid learning models, climate-focused education, Universal Design for Learning, and anti-bias curricula-are introduced as future directions, though the paper calls for more discussion on their prioritization. Concluding with a call to action, the manuscript urges educators to integrate innovation with evidence-based practice, adopt the role of facilitators, and create inclusive, adaptive learning environments. This work contributes to the literature by promoting a pedagogical evolution that not only empowers students to thrive in a complex world but also fosters a more equitable, ethical, and socially responsive education system.
Show lessAPA Style Citation
ShowAmiri, S.M.H., Islam, M.M., & Akter, N., Kabir, S.H., Mamun, M.S.A (2025). Effective teaching strategies: A deep dive into pedagogy. International Journal of Science and Research Archive, 15(01), 835-849. https://doi.org/10.30574/ijsra.2025.15.1.1055
Citation CloseAI's integration in education marks a seismic shift in pedagogical practices, unlocking new potential to personalize learning, democratize access, and equip learners for the uncertainty that lies ahead.
Read moreAI's integration in education marks a seismic shift in pedagogical practices, unlocking new potential to personalize learning, democratize access, and equip learners for the uncertainty that lies ahead. This article critically interrogates the emerging pedagogical landscape enabled by AI and explores it as a dual-edged sword that could either be an innovative tool or, turn into a threat by the way of ethics. Using case studies in K-12 education, the higher education, and corporate training, the study demonstrates AI-powered innovations, including adaptive learning platforms (such as DreamBox), intelligent tutoring systems (such as IBM Watson) and generative AI tools (such as ChatGPT), which improve the design of curriculum and collaborative learning. But the analysis also underscored significant risks, including algorithmic bias, violations of data privacy, and the exacerbation of global educational inequities. Drawing on empirical research, theoretical approaches, and ethical attention, the article makes the case that a human-cantered vision of AI is where it augments instead of replaces teachers' work of cultivating creativity, empathy, and critical thought. Some of the key recommendations include strong policy frameworks for ethical AI Governance, training programs for teachers on AI literacy, and interdisciplinary research to tackle the long-term impact of AI on society. The study concludes with a call to stakeholders' policymakers, technologists, and educators to work together on designing inclusive, equitable AI pedagogies that support human agency while utilizing technology's potential to reimagine education in the 21st century.
Show lessAPA Style Citation
ShowAmiri, S.M.H., Islam, M.M., Akter, N. (2025). Educating the future: AI’s role in shaping next-generation pedagogies. International Journal of Science and Research Archive, 15(01), 621–636. https://doi.org/10.30574/ijsra.2025.15.1.1036
Citation CloseEducation, at its most basic level, has been disrupted with the adoption of new digital technologies that range widely from artificial intelligence (AI)...
Read moreEducation, at its most basic level, has been disrupted with the adoption of new digital technologies that range widely from artificial intelligence (AI) to virtual reality (VR), blockchain, big data analytics, and so on Fundamentally changing the way we teach, learn, and manage, generating some of the greatest advantages in terms of personalized, limitless, and engaging learning ever. In this article, we explore how digital transformation is reshaping pedagogical approaches, assessment methods, and student engagement strategies, but also highlight systemic barriers including the digital divide, data privacy threats, and ethical challenges that accompany technology integration. Via global case studies Estonia's digital-first, ground-up education system and Singapore's Smart Nation Initiative included the study lays bare how tech is effectively implemented alongside a cautionary tale of the overhyped. It critiques the innovation-equity dialectic, noting that inclusive policies, teacher preparedness, and evidence-informed research are imperative in contributing to ethical and equitable outcomes. The article ends with practical policies which include urging policymakers to consider access to technology as a fundamental right, for educators to create a technology pedagogy that enforces human development, and for researchers to produce longitudinal and participatory studies to identify gaps in our understanding of technology's social impact. By positing a balanced approach that emphasizes equity, ethics and adaptability, this work provides a way forward toward a future where digital tools serve as an enabler for students, regardless of their background, to succeed in a tech-centric world.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Akter, N., Islam, M. M. (2025). Digital Transformations in Education: Research Insights for 21st-Century Learning. International Journal of Innovative Science, Engineering & Technology IJISET, Vol. 12, Issue 03. http://dx.doi.org/10.2139/ssrn.5194886
Citation CloseRegulation on education is of great importance because it determines the quality, extent, and usefulness of learning options, hence the formation of people and societies.
Read moreRegulation on education is of great importance because it determines the quality, extent, and usefulness of learning options, hence the formation of people and societies. Nonetheless, the efficiency of the existing educational systems is not there considering the long-lasting disparities, outdated curricula, and rapid technological updates. This text gives an overview of the timelessness of the education policy across the globe, underlining prevalent less-than-total openings for students, lack of funds, a labor shortage, and the widening digital divide. Besides, the discussion centres on the recent happenings in the field of education, focusing on inclusive education, lifelong learning, STEM, and personalized learning. The article provides meaningful facts regarding effective education policies that other nations can utilize as the model by discussing success stories in Finland, Singapore, and Estonia. These countries have taken the high road to education, introducing new methods in both education and technology usage that are highly effective in classrooms and make it more accessible. A summary of practical steps for the legislators to develop equitable and futuristic educational systems is included in the concluding part of the article. These proposals are the proof of the need for legal bindings that adapt to the fast changes in technology, ensure equal education opportunities, and provide students with the tools for a future that is chronologically dynamic. Governments may realize the requirement for revising the educational policies of the twenty-first century by reducing the schooling gap and thus helping everyone to succeed regardless of their social standing. The main aim of the research is to prompt policymakers especially those from OECD countries to reconsider and change education systems that promote sustainability, innovation, and inclusivity. To guarantee a better future for the younger generations, political stability, financial development, and global competitiveness should be secured through a well-planned, innovative educational policy.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Islam, M. M., Akter, N., Kabir, S. H. (2025). Rethinking Education Policy: Pathways to Equitable and Future-Ready Learning. International Journal of Research and Innovation in Social Science (IJRISS), IX(IIIS), 1435–1448. https://doi.org/10.47772/IJRISS.2025.903SEDU0112
Citation CloseIn response to the tumultuous speed at which the technology continues to evolve and other aspects like social inequalities and changes in the workforce demands...
Read moreIn response to the tumultuous speed at which the technology continues to evolve and other aspects like social inequalities and changes in the workforce demands, the global education system is left with no other option than to rethink their strategies and adopt a more innovative approach. This paper delves into the successful education policy approaches in different global settings such as Finland, Singapore, and Estonia, which were employed by various countries in the world. Furthermore, it takes a look at developing countries and the like, by addressing the innovations that have occurred. Into the report, the writer discusses the main points of view, which include student-focused learning methods, the introduction of technology in the curriculum, competency-based education, and programs that aim at enhancing educational equality. The described strategies drive the foundational aspects important in the adaptability, inclusiveness, and standard of the education systems capable of the preparation of students to the challenges of the future. On this note, it is worth mentioning that the paper also talks about some of the difficulties that the countries might encounter during the process of implementing innovative policies. For example, the limitations to resources, the sustainability of educational reforms, and the constant disparities in educational access are the main obstacles that hinder the changes of the educational systems. In spite of the above problems, the initiatives were a success in several countries with the help of the following interventions equity, training teachers, and performing digital operations. Through the application of the case studies, and observation of the recent developments in the field, the research brings forth critical knowledge to policymakers, educators, and researchers who want to design effective and inclusive education systems. It should be noted that the study emphasizes that the continuous changes in education and inter-state cooperation are the key elements for the development of education policies that are responsive to today ’ s learners who have a multitude of needs. The article lays down feasible directions that people who are seeking to foster educational innovation and guarantee that learners, all over the world, are prepared for a forever changing world can take up.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Islam, M. M., Kabir, S. H., Mamun, M. S. A., Akter, N. (2025). Innovative Approaches to Education Policy: Lessons from Global Practices. Addaiyan Journal of Arts, Humanities and Social Sciences, 7(3), 12-31. http://dx.doi.org/10.2139/ssrn.5214562
Citation CloseEducation coverage performs a critical role in shaping curriculum requirements and making sure equitable mastering opportunities.
Read moreEducation coverage performs a critical role in shaping curriculum requirements and making sure equitable mastering opportunities. However, socio-financial disparities remain a substantial barrier to the powerful implementation of those policies, main to inequities in useful resource accessibility, allocation, and studying outcomes. This paper examines the challenges of imposing honest curriculum standards due to financial constraints, highlighting gaps in resource provision, teacher preparedness, policy execution, and the position of both governmental and personal groups. Schools in low-profits regions often conflict with inadequate funding, inadequate infrastructure, constrained virtual sources, and, in a few instances, unqualified educators. The virtual divide, exacerbated with the aid of earnings disparities, in addition hinders the uniform utility of curricula. Additionally, trainer recruitment and retention issues in financially deprived areas make a contribution to inconsistencies in training great. This observe explores global examples of successful interventions, evaluating Finland’s nationally standardized schooling gadget with the USA’ decentralized, assets tax-based funding model. While Finland has accomplished a more inclusive education system, the U.S. Maintains to stand inequalities because of its funding structure. Policy tips include multiplied economic aid for underfunded colleges, reforms in teacher education packages, strengthening policy enforcement, and improving technological infrastructure. Ensuring equitable access to generation, using nicely-trained educators, and adopting truthful funding mechanisms are critical steps towards inclusive schooling. This paper contributes to the continued training reform debate, advocating for systemic coverage adjustments to offer all college students with splendid getting to know opportunities, no matter socio-economic background.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Islam, M. M., Akter, N., Kabir, S. H. (2025). Education Policy and Socioeconomic Disparities: Challenges in Implementing Equitable Curriculum Standards. Addaiyan Journal of Arts, Humanities and Social Sciences, 7(2), 35-44. http://dx.doi.org/10.2139/ssrn.5214558
Citation CloseArtificial Intelligence (AI) is revolutionizing the potential of education in its initiatives in personalized learning modules, curriculum designs, evaluation methods, teacher assistance and above all educational management.
Read moreArtificial Intelligence (AI) is revolutionizing the potential of education in its initiatives in personalized learning modules, curriculum designs, evaluation methods, teacher assistance and above all educational management. The rapid deployment of AI-driven technologies demands a proactive approach to education policies, ensuring responsible, fair, and efficient use of AI. Extensive student data is processed by AI systems, enabling adaptive learning models that cater to their learning needs, which in turn optimizes engagement and academic performance. That said, this transition also raises issues in terms of data privacy, cybersecurity, algorithmic bias and the digital divide. This article explores the evolution of AI in education and its impact on learning policies, governance frameworks, accessibility and ethical issues. It examines how AI is influencing the decision-making process in the policymaking of education and relates to the issue of transparency, accountability and equity. In addition, the research stresses mainstream policy recommendations aimed at fostering responsible AI integration, making sure that the students, educators, and educational institutions can benefit from the advantages of AI, without facing its associated issues. By implementing well-defined education policies, governments and institutions can create a framework that promotes innovation around AI, balancing the need for innovation with the need to protect the integrity and inclusiveness of the education system.
Show lessAPA Style Citation
ShowAmiri, S. M. H., Islam, M. M., Hossen, M. S. (2025). The Role of Artificial Intelligence in Shaping Future Education Policies. Education Journal, 14(1), 32-38. https://doi.org/10.11648/j.edu.20251401.14
Citation CloseLibraries have played a crucial role in human civilization, serving as repositories of knowledge and cultural heritage. The term "library" originates from the French librairie and the Latin liber, meaning book.
Read moreLibraries have played a crucial role in human civilization, serving as repositories of knowledge and cultural heritage. The term "library" originates from the French librairie and the Latin liber, meaning book. A library is an organized collection of resources, accessible to a specific community for reference, borrowing, or research. It may exist as a physical space, a digital platform, or both. Libraries house diverse materials, including books, periodicals, manuscripts, maps, films, microforms, CDs, DVDs, e-books, and online databases. Their sizes vary significantly, from small personal collections to vast institutions holding millions of items. Throughout history, libraries have evolved to meet the changing needs of society. Ancient libraries, such as the Library of Alexandria, focused on preserving manuscripts. Medieval libraries in monasteries safeguarded religious texts, while the Renaissance period saw the expansion of public and academic libraries. The modern era has introduced digital and virtual libraries, making information more accessible worldwide. The Greek word Bibliothēkē (βιβλιοθήκη) and the Latin Bibliotheca both refer to book storage and have influenced terms for libraries in many languages. Today, libraries remain essential for education, research, and the dissemination of knowledge, adapting to technological advancements while maintaining their fundamental purpose.
Show lessAPA Style Citation
ShowAmiri, S. M. H. (2023). Define Library. Different Type of Library. Discuss the Gradual Development of Different Type of Library in Different Ages. Education and Development Lab 2023. Available at SSRN: http://dx.doi.org/10.2139/ssrn.5268969
Citation Close
![এক্সএমএল - XML : ৮ [XML Elements]](https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisymurbCebTBxApDvlyc-eLtsgysafLxdPpmO87iLj1jba_Lqf8hmCQKIE8gZKDJGF7kxbtp5zZdkwwudi4-xcNbcbgRiSrKcfEngGTMdySQn8O36QawRkYewevV3PnWhBCmpYr6ROs-uifpKee8WlfIPcLZ-IDlA1sucBcl7Lfp9wFjp7mAYU4wGlSier/s72-c/image.png)
![এক্সএমএল - XML : ৭ [XML Tree, XML Syntax]](https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmqbhhcIBSKP0FsgizxpqgcpflVV6MdhugNnZ45N_u6ecEDHH1z_2Y3KtNUdVPAOqazWQtn7engNJHKWm0SgXEQSNe5ljqxJ_16IQHbFJ3Gng8PaqEqCVOpnuIIpS0k2JdvzseaVviFve1BiDS_wnthJ-s_Q-PBc_WynPjh1BBZ70bEMATalaahrxsUE49/s72-c/image.png)
![এক্সএমএল - XML : ৬ [XML Namespace]](https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvLqrmBvBM_mUT6rnN7-5MKkquleOCReFetdrxqRebHpJM-zBe6wO74Iz-rxF36SJXzL1Hd2CmM0A_65oVgLEwzmVQUXH8tA2cqOEDzK5G5_7XUtIkGwG2Xra9tsYWboGcOLqBzpHM3tQk5jTbr5e6Q9bf-5UUucERV-PPNKaclpzAVOZ0ImBJSoVncMr2/s72-c/image.png)