Abstract: The COVID-19 pandemic intensified faculty emotional labor as instructors were expected to sustain learning while responding to students’ grief, isolation, and uncertainty. Educa-tional leadership educators occupy a distinctive role as mentors and models for current and aspiring PK–12 and higher education leaders. Using a secondary phenomenological analysis, we reanalyzed de-identified Zoom interview transcripts (2022) from nine U.S. educational leadership educators (seven women; four educators of color) originally col-lected to examine caring pedagogies. Guided by Hochschild’s emotional labor theory and feminist care ethics, with particular attention to Tronto’s political theory of care, we con-ducted a theoretically informed thematic analysis focused on caring expectations, role boundaries, and well-being. Findings highlight five interrelated themes: serving as an “anchor” during crisis; blurred instructional–counseling roles and invisible care work; gendered and racialized expectations of availability; competing care obligations across work and home; and boundary-setting as resistance and sustainability. Participants de-scribed deep relational commitments to students alongside exhaustion, role strain, and frustration with institutional cultures that assumed limitless capacity to care without re-ciprocal support. Emotional labor in leadership education should be recognized as central leadership work, and sustainable cultures of care require systemic policies that redistrib-ute and resource care labor.

Abstract:

Background: Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, motor hyperactivity and verbal and cognitive impulsivity. Impairments in executive functions (EFs), in particular working memory, monitoring and organization of daily life-are frequently observed in children diagnosed with ADHD, and are reflected in behavioural, social-emotional and learning difficulties. The development and use of technologies such as virtual reality (VR), augmented reality (AR) and mixed reality (MR) for ADHD have increased in recent years, using a variety of tools to support including PC, video games, wearable devices and tangible interfaces. Objectives: To systematically map the current state of research on the use of AR, VR and MR technologies to assess and/or enhance EFs in children with ADHD. To evaluate the effects on their quality of life and on families’ and caregivers’ burden reduction. To explore the interventions’ clinical validity. Methods: A scoping review according to PRISMA-ScR guidelines was conducted. A systematic search was carried out in the Scopus and Web of Science databases for studies published between 2015 and 2025.Empirical studies published in English that examined children with ADHD aged < 13 years were included. AR, VR, or MR-based interventions focused on EF were considered. For each study, the following features were recorded: year and country of publication, design, objectives, EFs considered, technology and hardware used, main results, and limitations. Results: Twenty studies were identified. The most frequently addressed functional domains were sustained and selective visual attention, working memory, and inhibition. Assessment interventions primarily involved the use of a head-mounted display (HMD) in conjunction with the Continuous Performance Test (CPT). Training interventions included immersive VR, serious video games, VR with motor or dual-task training, and MR. The results suggest that VR can enhance cognitive performance and sustained attention; however, longitudinal studies are required to evaluate its long-term effectiveness and integrate emotional skills. Conclusions: The use of these technologies is a promising strategy for assessment and training of EFs in children with ADHD. These tools provide positive, inclusive feedback and motivating tasks. Nevertheless, larger sample studies, longitudinal follow-ups to confirm the suitability and effectiveness of the technology-based programs are warranted.

Abstract: Tourism destinations exposed to chronic natural hazards require robust analytical frameworks to understand and prioritize the factors that sustain post-disaster resilience. This study examines Baños de Agua Santa (Ecuador), a volcano-exposed destination whose long recovery trajectory illustrates the complexity of socioecological adaptation. Using a multidi-mensional FAHP model grounded in expert judgments, eight dimensions and fifty-six criteria were evaluated through fuzzy triangular numbers and the extended analysis method of Chang to capture uncertainty and ambiguity in decision-making. Results show a consistent and hierarchical structure of resilience, with experiential, economic-entrepreneurial, and sociocommunitarian dimensions emerging as the most influential drivers of post-disaster adaptability. Fifteen criteria—primarily perceptual, community-based, and endogenous—achieved “very high impact” status, including risk perception, basic education, individual resilience capacities, institutional coordination, and entrepreneurial environment. Conversely, limited healthcare infrastructure, low economic diversification, and national-level vulnerabilities were identified as critical weaknesses. The study concludes that post-disaster recovery in Baños is shaped by a bot-tom-up dynamic emphasizing agency, learning, and socioecological memory, and proposes an evidence-based Action Matrix for adaptive governance to guide prioritized, time-phased interventions. The FAHP model proves effective for transparent, context-sensitive prioritization in highly uncertain tourism environments.

Abstract: Wine is widely consumed across cultures and is often perceived as a benign or even beneficial alcoholic beverage, particularly when consumed in moderation and within the context of healthy dietary patterns. At the same time, alcohol is one of the most commonly used substances to self-manage sleep problems. This short narrative review critically examines evidence published over the past decade (2015–2025) on the impact of wine and alcohol more broadly on sleep health in community-dwelling adults. Priority was given to systematic reviews and meta-analyses, followed by high-quality observational and experimental studies. Across study designs, evidence consistently demonstrates that although alcohol may reduce sleep onset latency, it disrupts sleep architecture, suppresses rapid eye movement sleep, increases sleep fragmentation, and impairs breathing during sleep, particularly during the second half of the night. Habitual alcohol consumption is associated with poorer subjective sleep quality, insomnia symptoms, and increased risk of sleep-disordered breathing. Mechanistic pathways include effects on neurotransmission, sleep homeostasis, circadian regulation, thermoregulation, and alcohol metabolism during sleep. A short section also examines the reciprocal relationship, highlighting evidence that circadian disruption, shift work, and evening chronotype are associated with higher alcohol consumption. Although wine contains bioactive compounds such as melatonin and polyphenols, current evidence does not support a clinically meaningful protective effect of wine on sleep. Overall, wine should not be considered a sleep aid, and public health messaging should emphasize dose, timing, and regularity of alcohol consumption in relation to sleep health.

Abstract: The localization of the Sustainable Development Goals (SDGs) has become a central dimension of sustainable urban development, as local governments play an increasingly important role in translating global sustainability agendas into place-based action. This study aims to provide a state-of-the-art assessment of how scholarly research has examined the relationship between local governance and SDG implementation over the period 2018–2025. A mixed-method review approach was employed, combining bibliometric mapping using VOSviewer with qualitative content analysis conducted through NVivo. Based on predefined inclusion criteria, 143 peer-reviewed articles indexed in the Web of Science database were systematically analyzed. The results reveal several dominant thematic clusters, including institutional coordination, sustainable urban planning, data-driven governance, accountability mechanisms, and the growing use of policy tools such as Voluntary Local Reviews (VLRs). The findings indicate an increasing emphasis on performance-based monitoring, participatory governance approaches, and multilevel institutional frameworks supporting the integration of the SDGs into local policy and planning processes. At the same time, persistent challenges are identified, particularly with regard to equity considerations, data inconsistencies, and the limited inclusion of marginalized urban communities in SDG-related decision-making. Overall, this review offers a structured and comprehensive overview of current research on SDG localization in urban governance and identifies key gaps and priorities for future research and policy development aimed at more inclusive, measurable, and context-sensitive pathways to sustainable urban development.

Abstract: In this article, the authors analyse the socio-ecological prototype as a model for transforming traditional educational approaches. Innovative technologies and open interaction are becoming increasingly important, even in conventional crafts training. Recent research also suggests that integrating cultural heritage, home learning, and open spaces into educational programs can strengthen and empower communities' self-awareness. The authors' findings are rooted in Urie Bronfenbrenner's (1979) ecological systems theory, a dynamic concept that has transformed our understanding of personality development. This theory suggests that each personality fluid construct evolves through the interaction between the individual and their environment. This environment, as Bronfenbrenner's theory proposes, is not a static backdrop but a dynamic system of relationships and environments, each with its unique impact on the individual.

Abstract: Creativity and technology have each become central to contemporary education, yet scholarship examining their intersection has developed across diverse disciplines, cre-ating a need for integrative perspectives. This review examines how digital technologies mediate creative possibility and practice in educational contexts, tracing the evolution from physical and analog tools through networked systems to contemporary generative technologies. Drawing on sociocultural theories of creativity and affordance theory, the review explores how each technological era has reshaped both creative practice and participation structures. The contemporary landscape encompasses networked platforms enabling participatory creativity, physical-digital tools supporting embodied making, and generative AI systems challenging traditional notions of creative authorship. Critical tensions emerge around defining and assessing creativity in digital contexts, addressing equity and access barriers, and navigating institutional pressures that simultaneously demand innovation and standardization. Implications point toward pedagogical ap-proaches emphasizing distributed creativity, teacher education grounded in crea-tive-technological experience, policy frameworks providing coherent guidance beyond rhetoric, and research attending to equity and practice-based knowledge. The co-evolution of creativity and technology continues, with education's challenge being to participate purposefully in shaping technologies and practices toward equitable and humanizing ends.

Abstract: The rapid expansion of artificial intelligence (AI) and digitalization in contemporary ed-ucation has reshaped global debates on sustainable education, often emphasizing effi-ciency, personalization, and technological innovation. However, this transformation has coincided with increasing technologization and commodification of education, raising critical questions about whether AI-driven education can genuinely support sustainability as a value-based and human-centered project. This study examines sustainable education in the age of artificial intelligence and digitalization through a value-critical analytical ap-proach grounded in a conceptual distinction between sustainable education, sustainabil-ity in education, and education for sustainable development. Methodologically, the article adopts a qualitative critical analysis of contemporary literature and policy-oriented de-bates to assess the ethical, social, and educational implications of AI integration. The analysis reveals a dual and context-dependent impact of AI on sustainable education: while AI can enhance educational quality, access, and personalization in well-resourced and well-governed contexts, it may also intensify educational inequalities, reinforce the commodification of knowledge, undermine academic integrity, and marginalize the hu-man dimension of education under market-driven and weakly regulated conditions. These challenges are particularly evident in culturally and religiously grounded educa-tional contexts, where AI reshapes epistemic authority and educational meaning. The study concludes that achieving sustainable education in the digital age depends not on AI adoption per se, but on reframing AI and digitalization within a coherent ethical and val-ue-based framework that subordinates technology to educational aims, social justice, and human dignity.

Abstract: Background and Aims: Since the early 2000s, scholarship and policy analysis on Nigeria’s extractive sectors have expanded beyond oil bunkering to encompass the illegal mining of solid minerals, artisanal economies and environmental degradation. These developments have produced new framings and critiques of the “resource curse,” linking extraction to governance, security and justice. This paper aims to elucidate how the idea of “resource governance” has been discussed and perceived across Nigerian scholarly and policy texts from 1999 to 2025. Methods: Terms like “resource governance in Nigeria,” “extractive industries,” “mining” and “illegal mining" were searched across academic databases and institutional repositories. 36 english-language publications explicitly or implicitly addressing Nigeria’s extractive governance, published from 1999 to 2025, were included in the final analysis. Texts were analyzed for discursive themes using a combined scoping review and critical discourse analysis framework. Metadata related to author identity, geography, institutional affiliation, and publication type were also recorded. Results: The criminal-economy discourse (linking extraction to illegality and insecurity) dominated the archive. Other discourses include ecological justice (framing harm as both environmental and moral) and displacement (highlighting exclusion and inequality). Conclusion: Findings indicate that resource governance in Nigeria is framed less as a technical challenge than as a field of political struggle and moral negotiation. These discourses collectively reveal how coercive governance, legitimized through security and reform narratives, helps sustain extractive inequality. The results underscore the need to integrate local agency and justice frameworks into national and transnational debates over resource policy.

Abstract: Background: The rapid adoption of generative artificial intelligence (AI) tools in higher education has prompted growing interest in students’ digital and AI literacy, ethical awareness, and perceptions of institutional readiness. Recent reviews of the evidence indicate that while student use of AI tools is increasing, levels of understanding, confidence, and access to guidance remain uneven across higher education contexts (Dos, 2025; Zhai et al., 2024). Methods: A cross-sectional quantitative survey was conducted among higher education students (N = 85) using an anonymous online questionnaire. The instrument assessed students’ self-reported AI literacy and self-efficacy, frequency of AI tool use, and perceived readiness of students and institutions to use AI in higher education. Descriptive statistics and internal consistency analyses were performed. Results: Students reported moderate overall AI literacy and self-efficacy (M = 3.55 on a 5-point scale), with strong internal consistency across items (Cronbach’s α = .84; McDonald’s ω = .88). Confidence in judging appropriate versus inappropriate AI use was higher than confidence in accessing support or improving AI outputs through prompting. AI tool use was widespread but heterogeneous, with 55.3% of respondents reporting daily or weekly use. A substantial proportion of students selected “Cannot decide / No experience yet” (30.6% for the readiness comparison item) when evaluating institutional readiness, indicating notable uncertainty regarding institutional AI preparedness. Conclusions: The findings suggest that student engagement with AI in higher education is characterised by moderate confidence, uneven practical support, and limited clarity regarding institutional readiness, consistent with prior research (Dodds et al., 2024; Dos, 2025; Zhai et al., 2024). The results highlight the importance of transparent communication, accessible guidance, and inclusive AI literacy development to support responsible AI use from the student perspective.

Abstract:

This study aimed to develop a comprehensive typology of Sudanese sorghum-farming households within their food security status to inform targeted agricultural policy and rural development strategies. Using survey data from 392 households across 11 Sudanese states, the research captures the structural, socio-economic, and geographical diversity of farming systems and scrutinizes the relationship between socioeconomic characteristics of farmer households and related probability of constituting a specific farmer type. To assert this, Principal Component Analysis (PCA), hierarchical clustering, and Multinomial logistic regression analysis were applied. Through PCA and hierarchical clustering, three types of farmers were identified: The first type (Vulnerable Farmers), characterized by low education levels, small landholdings, high food insecurity, and reliance on subsistence farming; The second type (Well-off Remote farmers), operating larger landholdings meant for commercial purposes, yet facing challenges related to geographic isolation and limited market access; The third type (Educated Farmers with access to urban areas), consisting of households with higher education, diversified income sources, and proximity to markets, though still experiencing persistent food insecurity. Multinomial logistic regression analysis confirmed that household size, age, education, land size, market distance, and income structure are significant predictors of respective types of farmers. Thus, the study stands as a tool to enlighten intended/future policies, in providing input support and credit for vulnerable farmers, infrastructure and market access for remote commercial farmers, and land tenure security with innovative-geared incentives for farmers interacting with urban areas to foster inclusive, adaptive agricultural policies, and sustainable development across Sudan’s diverse farming communities.

Abstract: Intimate relationships among contemporary emerging adults frequently manifest as situationships, characterized by emotional closeness in the absence of explicit commitment. Shaped by digital culture and evolving social norms, these relationships reflect heightened uncertainty and psychological tension within modern intimacy. The present study conceptualizes situationship as a multidimensional psychological construct, including commitment ambiguity, avoidance of emotional investment, and anxiety related to relationship uncertainty. Associations with attachment anxiety, trust, and subjective well-being are also investigated.To examine these dynamics, an integrated scale development and validation methodology was employed. The results indicated a stable three-factor structure. Structural equation modeling demonstrated that experiences of situationships were positively associated with attachment anxiety and psychological distress, and negatively associated with trust and well-being. Importantly, attachment anxiety partially mediated the relationship between relational ambiguity and relationship-related well-being.These findings establish relational ambiguity as a measurable psychological construct. The study contributes to positive psychology by enhancing understanding of relationship health and emotional regulation within contemporary intimate contexts. The results suggest that interventions promoting commitment clarity and emotional openness may enhance psychological well-being in emerging forms of intimate relationships.

Abstract: Against the backdrop of artificial intelligence (AI) and cyber intelligence (CyINT) becoming increasingly embedded within intelligence systems, the core challenge facing intelligence organisations is no longer ‘whether to adopt new technologies’, but rather ‘how to transform technological disruption into governable, measurable, and trainable institutional capabilities’. This paper examines the proceedings of the Intelligence Studies Summit 2025, published by the National Intelligence University (NIU), to propose the Institutional Absorption Discourse Model (IADM). (Institutional Absorption Discourse Model, IADM). Through computational content analysis, semantic embedding, and longitudinal discourse drift detection, it conducts computable modelling on this academic-practical hybrid corpus—a ‘non-news stream, non-policy text’—comprising conference proceedings. Findings reveal: textual discourse follows a distinct phased progression—‘technological disruption → threat framing → governance and accountability → measurability → education and disciplinary institutionalisation’; governance and accountability discourse significantly lags behind technological topics in sequence yet erupts concentratedly as institutional modules; education and effectiveness measurement constitute stabilisers for institutional absorption. This paper's theoretical contribution lies in translating intelligence discourse into a testable chain of institutional mechanisms. Its methodological contribution proposes a quasi-longitudinal modelling paradigm for conference proceedings, providing an operational pathway for auditing AI governance and intelligence research.

Abstract: This paper conducts a rigorous comparative analysis of U.S. and Chinese strategic frameworks for AI literacy and adoption, with specialized focus on agentic AI systems capable of autonomous reasoning and execution. We systematically examine national policies, educational integration, governance structures, and technological roadmaps, employing both qualitative review and quantitative modeling. Mathematical formulations include multi-dimensional literacy scoring, Bass diffusion models for adoption dynamics, risk assessment functions, regulatory effectiveness indices, competitiveness metrics, and optimization frameworks for resource allocation. Our analysis reveals divergent strategic paradigms: the U.S. favors decentralized, innovation-driven approaches with emphasis on interoperability and public-private collaboration; China pursues centralized, state-led strategies with comprehensive content labeling and rapid systemic integration. We propose a hybrid governance architecture that synthesizes strengths from both models, supported by algorithmic implementations and sensitivity analyses. Drawing from recent publications (2021-2025), we identify critical trends, challenges, and strategic implications. The paper concludes with evidence-based recommendations for policymakers, educators, and industry stakeholders navigating the complex landscape of global AI competition. The paper concludes with actionable recommendations for policymakers, educators, and industry leaders engaged in the global AI race.

Abstract:

Nature is often understood as a purely physical or biological entity governed by scientific laws and economic utility. In contrast, perspectives associated with dark green religion draw attention to how nature itself can be regarded as sacred and morally significant, revealing the cultural and ethical dimensions through which humans can relate to the environment. In this context, this paper examines religion as a symbolic and narrative system through which nature is socially constructed as a moral domain. Focusing on Indigenous Ijaw communities in the Niger Delta, this paper explains how rivers, creeks and wetlands are embedded within religious value systems that emphasize moral responsibility, respect and restraint in human-environment relations. Within this worldview environmental harm is understood not only as ecological degradation but also as a moral and spiritual transgression with consequences for communal well-being.

Abstract:

Research integrity is currently besieged by a surge in synthetic manuscripts. A forensic workflow is operationalized herein to isolate and quantify ``computer-aided'' misconduct within the global scholarly record. A corpus of \( N=3,974 \) retracted DOIs sourced from the Retraction Watch Database was analyzed, with records cross-linked to institutional metadata via the OpenAlex API. Through the application of fractional attribution modeling and the calculation of Shannon entropy (\( H \)) for retraction rationales, a distinct geographic schism in fraud typologies was identified. High-output hubs, specifically China and India, exhibit high reason entropy (\( H > 4.2 \)), where ``Computer-Aided Content'' frequently clusters with established ``Paper Mill'' signatures. These AI-driven retractions exhibit a compressed median Time-to-Retraction (TTR) of \( \sim \)600 days, nearly twice as fast as the \( 1,300 \)+ day latencies observed in the US and Japan---where retractions remain skewed toward complex image and data manipulation. The data suggests that while traditional fraud has not been replaced by generative AI, it has been effectively industrialized. It is concluded that current post-publication filters fail to keep pace with the near-zero marginal cost of synthetic content, necessitating a shift toward provenance-based verification.

Abstract: The role of women in conflict and peacebuilding has been insufficiently explored, despite their substantial contributions. Women’s experiences during conflict frequently strengthen communities in post-conflict settings, where they play a crucial role in mediation, reconciliation, and transitional justice, drawing on their social capital and knowledge of international law. This paper examines the intersection of religion, gender, and development through a case study of Guinea-Bissau, a paradigmatic example within the Lusophone world. It analyses women’s participation in political power from the struggle for independence to the present, highlighting their evolving social and political roles. The family institution, which is central to Guinean society, assigns women significant responsibility and commitment, reinforcing their leadership through long-standing traditional alliances. Using a historical approach complemented by a gender perspective, the study identifies both progress and regression in the country’s development, closely linked to women’s participation in public spaces as an indicator of democratic quality and social advancement. The analysis focuses on four key outcomes: food security; improved access to basic services such as health, education, and nutrition; enhanced resilience of rural communities—particularly women and youth—to climate and socio-economic challenges; and the strengthening of social protection systems. These priorities align with Guinea-Bissau’s implementation of the 2030 Agenda, particularly Sustainable Development Goals 1, 2, 3, and 4, and inform emerging approaches to international cooperation centered on resilience and vulnerability.

Abstract: Introduction: It is of the utmost importance to distinguish psychiatric illness from negative emotions to avoid psychiatrization of normal emotional responses.Case description: An 82-year-old man without a history of psychiatric disease was seen in the emergency room after a suicide attempt by hanging. He was committed and medicated with 25 mg of sertraline. Fifteen days later, the patient was evaluated in a psychiatric consultation. No psychopathology was present, and he had been cheerful and functioning well since he exited the inpatient unit. Sertraline was weaned off, and he was released from the consultation. Comment: The case report addresses psychiatrization driven by top-down factors, such as the diagnostic vagueness of classification systems or the heterogeneity of psychiatric assessments. Thus, diagnosing in mental health must involve much more than following a checklist and merely considering the patient's words and responses to questioning.

Abstract: We apply the mathematical framework of Painlev\'e monodromy manifolds and WKB asymptotic analysis to analyze structural dynamics of multipolar transitions, demonstrating both topological constraints and quantitative crisis prediction. The framework models major power configurations as Riemann surfaces with holes (stable centers) and bordered cusps (instability points), where confluence operations correspond to geopolitical transitions. Historical analysis reveals the interwar period (1918--1945) as a confluence cascade: PVI (post-Versailles multipolar order) $\to$ PV bifurcation (1930--1933) $\to$ P$_V^{\text{deg}}$ deceptive simplification (1933--1936) $\to$ P$_{\text{II}}^{FN}$ three-theater global war (1941--1945). The P$_V^{\text{deg}}$ path was most dangerous because apparent stability masked geometric necessity driving toward crisis multiplication. WKB analysis validates this structure: crisis frequency during both interwar and contemporary (2001--2024) periods follows predicted $f \propto 1/\sqrt{\Delta}$ scaling (with correlation factor $r = 0.89$ and $r = 0.74$ respectively), where $\Delta(t)$ measures the power gap between hegemon and challenger. The contemporary system (2024--2025) exhibits similar PV configuration. Quantitative projections indicate critical transition 2030--2033 when crisis frequency exceeds 2.5/year (terminal instability threshold), with collapse window 2032--2036 where systemic discontinuity becomes likely (probability $>$70\% based on interwar precedent). Three trajectories remain accessible: (1) PIII managed regional competition (geometrically stable but low probability 15--25\%), (2) P$_V^{\text{deg}}$ apparent simplification leading to P$_{\text{II}}^{FN}$ within 5--10 years (moderate-high probability 40--50\%), or (3) PIV immediate escalation (moderate probability 25--35\%). Policy implications: (1) pursue PIII sphere-of-influence arrangements during 2024--2030 window, (2) recognize P$_V^{\text{deg}}$ as unstable trap not strategic success, (3) prepare comprehensively for P$_{\text{II}}^{FN}$ three-theater crisis if cascade unavoidable, and (4) implement real-time monitoring of power gap $\Delta(t)$ and crisis frequency $f(t)$ with defined decision triggers. The framework provides quantitative early warning (6--10 years advance notice) unavailable in traditional geopolitical forecasting, enabling continuous validation and strategic adjustment.

Abstract: For 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.