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Empowering international PhD students:Generative AI, Ubuntu, and the decolonisation of academic communication
No full textGenerative AI (GenAI) provides distinct affordances that contribute meaningfully to learning. However, there are also several challenges, most notably ethical considerations. While much of the current research on GenAI in academia focuses on technical capabilities or ethical concerns, few studies have examined how GenAI can be leveraged to promote equity and inclusivity, particularly in academic communication. In this study, we adopt the theoretical lens of Ubuntu, a Southern African philosophy that emphasises interconnectedness and community, to reconceptualise GenAI as a democratising force. Five international PhD students in Education and their PhD supervisor (all multilingual users of English) explored their experiences of using GenAI. We used a collaborative autoethnographic approach, incorporating reflective prompting, individual writing, group sharing and refining, and group-based writing. We demonstrate that GenAI reshaped power dynamics and challenged academic hierarchies by providing real-time language support and improving academic writing clarity. This empowered us to participate in academic discourse, disrupting traditional gatekeeping mechanisms. By automating routine tasks, GenAI also shifted our academic focus from technical skills to intellectual contributions, fostering inclusivity and equity. This study highlights the potential of GenAI in terms of knowledge creation and academic discourse, particularly for doctoral scholars navigating linguistic and cultural barriers. Academia is predominantly Anglophone-centric, marginalising non-English-speaking scholars by imposing additional barriers to participation and recognition, perpetuating inequities in knowledge creation and dissemination. We argue that embracing GenAI can help to decolonise these academic practices, thereby promoting epistemic justice and creating a more equitable scholarly environment for all.</p
Intelligent teaching analytics for collaborative reflection:investigating pre-service teachers’ perceptions, experiences and shared regulation processes
No full textReflection is important for pre-service teacher development as it can help deepen their understanding of teaching and benefit their teaching practice. There have been several proposals of intelligent teaching analytics developed with the aim to strengthen the connection between practice and reflection by providing feedback to pre-service teachers. However, the implementation and user experience of intelligent teaching analytics in collaborative reflection remain underexplored. This study aimed to explore pre-service teachers’ experiences and shared regulation during collaborative reflection. Using a design-based research approach, 20 pre-service teachers participated in a seven-week collaborative reflection program. The intelligent teaching analytics implementation was iteratively improved over time, with data collected from reflection processes and interviews. Analysis of shared regulation revealed that as the implementation was refined over time, the interconnections among different regulation behaviors increased. Thematic analysis further indicated that pre-service teachers perceived intelligent teaching analytics as beneficial for enhancing their pedagogical content knowledge. Emotionally, they initially felt nervous and embarrassed but gradually found the collaborative reflection atmosphere to be friendly, harmonious, and mutually supportive. This research contributes to the development of principles for integrating intelligent teaching analytics into collaborative reflection and provide suggestions for future advancement of intelligent teaching analytics.</p
The principle of punishment in classical English law
No full textMuch of the nineteenth century is well-known to have been a period in which fundamental principles of English private law first came to be subjected to scientific treatment. Such was the significance of this period that it was assigned the epithet ‘classical’. Among the principles to have first been subjected to such treatment were those specifically concerned with the recovery of civil damages in actions at common law. This article systematically traces the process by which modern private law’s most controversial civil recovery principle – that of punishment in tort – came to be treated scientifically during this classical period. In doing so, it sheds new light on how a substantive common ‘law’ of punitive damages first actually arose
Creating effective co-design processes for supporting pre-service teachers on school placement as part of a university-school partnership
No full textQuality relationships and partnerships between different stakeholders are a central part of the development of pre-service teachers (PSTs) in initial teacher education (ITE). This paper presents findings from a larger research project examining the effectiveness of the co-design processes with partnership schools to develop comprehensive and contextualised strategies to enhance PSTs’ placement experiences in these schools. Framed by the United Nations' Sustainable Development Goal 4.C, to substantially increase the supply of qualified teachers, this study focuses on school leaders to address the research question: What are the emerging elements of an effective co-design process for supporting PSTs during school placements as part of a university-school partnership? Data were collected through interviews, group sessions and discussions with school leaders involved in the co-design process within a cluster of schools. Participants provided valuable insights into the advantages and challenges of co-designing strategies for PSTs. The findings identified key opportunities for creating a "third space," where university and school knowledge intersect to foster productive spaces for collaboration and innovation: (1) shared knowledge building; (2) required mindset changes; and (3) context-oriented pre-placement preparation for PSTs. These productive spaces allow for the integration of diverse perspectives, preparing PSTs for rich placement experiences and ongoing growth and development. They were found to play a critical role in preparing PSTs to succeed in dynamic, diverse, and rapidly changing school environments. These findings contribute to broader discussions about how ITE programs can leverage third-space frameworks to better prepare educators for the complexities of contemporary classrooms.</p
An international perspective on geography curricula:paving a way forward for geographical thinking
No full textGeographical thinking is a cornerstone of modern geography education. Despite its universal value, no large-scale international study has systematically examined its integration into diverse curricular documents. This study investigates how geographical thinking is embedded in the curricula of nine countries, focusing on content and procedural dimensions. Using a structured analytical framework, the research reveals significant patterns and gaps, particularly the underrepresentation of place as a central concept, the lack of explicit focus on geographical thinking, and the limited emphasis on its procedural dimension. The findings emphasise the need for stronger interconnections between these dimensions to promote a more comprehensive approach to geographical thinking within different forms of curricula.</p
The constitution of power through recognition:God and the sovereign
No full textIn Hobbes's philosophy, sovereign political power explicitly mirrors divine power: the earthly sovereign is said to be a mortal God over its subjects. The model of divine power in question is that of an omnipotent and transcendent God with absolute power over His human subjects. However, in this paper I will unearth an alternative model of divine power, half-suggested but then quickly disavowed in De Cive, whereby God's power would be at least partly constituted by His human subjects' recognition of it. I will then trace the ramifications of this non-transcendent, recognitive model of power for earthly sovereigns. There are two possible routes by which subjects' recognition constitutes sovereign power: a right-recognitive route and a power-recognitive route. The De Cive passage amounts to Hobbes's first attempt to characterise power-recognitive constitution of power, and leads in turn to a thicker and more unruly conception of the social domain beneath the sovereign.</p
Performing my other self:movement between languages, cultures and societies
No full textIn this article, we employ creative methodologies that enable an immigrant individual to speak out about their lived realities. Drawing on Kristeva’s notion of creative mimesis, performative writing is used to carve out new spaces for understanding the interplay between languages, cultures, and societies. Engaging with an anonymous letter that garnered widespread attention on Chinese social media [我奋斗了18年才和你坐在一起喝咖啡], this article demonstrates how creative mimesis can cultivate epistemic capabilities – allowing individuals to generate interpretive materials that articulate their lived worlds. By privileging the voice of ‘ordinary people’ [普通人] – those whose perspectives are often overlooked – we position this research as distinct from conventional academic genres, emphasizing the emotional, linguistic, and aesthetic dimensions of displacement. The article draws attention to style – made visible through what convention typically rejects – highlighting the ways immigrants live in difference. Public performance emerges not only as a unique form of knowledge-making but also as a call for readers from diverse backgrounds to participate in the process of meaning-making. In doing so, this collaborative research empowers the immigrant subject on the margins to reclaim agency over their narratives and their understanding of the world. To conclude, we argue that performative texts hold methodological potential for creating a dialogic, relational space – one that enables the very people we aim to serve and inspire.</p
The <i>breaths</i> of al-Dāstānī and the heirs of al-Bisṭāmī:formation of intoxicated Sufism in Persia
No full textThis paper analyzes the legacy of intoxicated Sufism, with a focus on the Sufi master Abū ʿAbd Allāh Muḥammad Ibn ʿAlī al-Dāstānī (d. 417/1026). Al-Dāstānī is depicted as a prominent figure among the early followers of the ecstatic mystic Bāyazīd Ṭayfūr al-Bisṭāmī (d. 234/848) in Bistam, known as the Ṭayfūriyya. Little is known, however, about the formalization of leadership and spiritual authority among the early followers of Bāyazīd, and about the connections between these early groups and the later Sufi movements, such as the Bisṭāmiyya that emerged in fourteenth-century Levant. In this paper, I argue that al-Dāstānī played a major role in the formalization of leadership among the heirs of Bāyazīd, through examining previously untapped sources that shed light on this figure and introducing an understudied Arabic treatise that narrates his teachings
Development and multicenter validation of an AI driven model for quantitative meibomian gland evaluation
No full textThis multicenter retrospective study developed and validated an AI driven model for automated segmentation and quantitative evaluation of meibomian glands using infrared meibography images acquired by the Keratograph 5M device. A total of 1350 infrared meibography images were collected and annotated for model training and validation. The model demonstrated high segmentation performance, with an Intersection over Union of 81.67% (95% Confidence Interval [CI]: 81.03–82.31) and accuracy of 97.49% (95% CI: 97.38–97.62), outperforming conventional algorithms. The agreement was observed between AI-based and manual gland grading (Kappa = 0.93) and gland counting (Spearman r = 0.9334). Repeatability analysis confirmed the model’s stability, and external validation across four independent centers yielded consistent results with AUCs exceeding 0.99. This AI tool offers a standardized, efficient, and objective method for meibography image analysis, which may improve diagnostic precision and assist in the clinical management of meibomian gland dysfunction across diverse populations.</p
Knowledge Distillation-Driven 3D Convolutional Neural Networks for Efficient and Robust Indoor Localization
No full textDeep learning models have gained prominence in AI research due to their exceptional feature extraction capabilities. In fingerprint-based indoor localization, 1D and 2D convolutional neural networks (CNNs) are frequently utilized for their superior performance and minimal hardware requirements. However, these models primarily extract spatial features and often exhibit degraded real-time performance due to signal inconsistencies caused by shadowing, fading, and multipath effects. To address this, incorporating temporal variations through 3D CNNs can enhance outcomes, albeit with increased computational costs. This study proposes a knowledge distillation (KD) approach using 3D CNNs for indoor localization, to bridge the computational and performance gaps. The proposed KD framework employs a complex teacher model (TM) to train two simpler student models A (SM-A) and B (SM-B). We employ both response-based and feature-based KD methods to optimize the student models' weights. The proposed techniques are evaluated using the UJILIB dataset collected from two floors of the University of Jaume I library. To enhance model performance, data augmentation is applied, yielding substantial improvements in test accuracy of 10.56% for TM, 16.19% for SM-A, and 16.93% for SM-B. The application of KD results in accuracy improvements of 5.45% for SM-A and 3.35% for SM-B, consequently reducing their average positioning errors (APEs) from 1.070 m and 1.030 m to 0.840 m and 0.944 m, respectively. Compared to KD-based SM-A, TM shows only 3.30% higher positioning accuracy, but with a 65.14% increase in computational complexity. Notably, the KD-enhanced SM-A also achieves a significantly lower APE of 0.84 m compared to the 2D CNN of 1.72 m.</p