Retinal disorders, such as diabetic retinopathy, glaucoma, macular edema, and vein occlusions, are significant contributors to global vision impairment. These conditions frequently remain symptomless until patients suffer severe vision deterioration, underscoring the critical importance of early diagnosis. Fundus images serve as a valuable resource for identifying the initial indicators of these ailments, particularly by examining various characteristics of retinal blood vessels, such as their length, width, tortuosity, and branching patterns. Traditionally, healthcare practitioners often rely on manual retinal vessel segmentation, a process that is both time-consuming and intricate, demanding specialized expertise. However, this approach poses a notable challenge since its precision and consistency heavily rely on the availability of highly skilled professionals. To surmount these challenges, there is an urgent demand for an automatic and efficient method for retinal vessel segmentation and classification employing computer vision techniques, which form the foundation of biomedical imaging. Numerous researchers have put forth techniques for blood vessel segmentation, broadly categorized into machine learning, filtering-based, and model-based methods. Machine learning methods categorize pixels as either vessels or non-vessels, employing classifiers trained on hand-annotated images. Subsequently, these techniques extract features using 7D feature vectors and apply neural network classification. Additional post-processing steps are used to bridge gaps and eliminate isolated pixels. On the other hand, filtering-based approaches employ morphological operators within morphological image processing, capitalizing on predefined shapes to filter out objects from the background. However, this technique often treats larger blood vessels as cohesive structures. Model-based methods leverage vessel models to identify retinal blood vessels, but they are sensitive to parameter selection, necessitating careful choices to simultaneously detect thin and large vessels effectively. Our proposed research endeavors to conduct a thorough and empirical evaluation of the effectiveness of automated segmentation and classification techniques for identifying eye-related diseases, particularly diabetic retinopathy and glaucoma. This evaluation will involve various retinal image datasets, including DRIVE, REVIEW, STARE, HRF, and DRION. The methodologies under consideration encompass machine learning, filtering-based, and model-based approaches, with performance assessment based on a range of metrics, including true positive rate (TPR), true negative rate (TNR), positive predictive value (PPV), negative predictive value (NPV), false discovery rate (FDR), Matthews's correlation coefficient (MCC), and accuracy (ACC). The primary objective of this research is to scrutinize, assess, and compare the design and performance of different segmentation and classification techniques, encompassing both supervised and unsupervised learning methods. To attain this objective, we will refine existing techniques and develop new ones, ensuring a more streamlined and computationally efficient approach.

This study conducts a comparative analysis of various machine learning and deep learning models for predicting order quantities in supply chain tiers. The models employed include XGBoost, Random Forest, CNN-BiLSTM, Linear Regression, Support Vector Regression (SVR), K-Nearest Neighbors (KNN), Multi-Layer Perceptron (MLP), Recurrent Neural Network (RNN), Bidirectional LSTM (BiLSTM), Bidirectional GRU (BiGRU), Conv1D-BiLSTM, Attention-LSTM, Transformer, and LSTM-CNN hybrid models. Experimental results show that the XGBoost, Random Forest, CNN-BiLSTM, and MLP models exhibit superior predictive performance. In particular, the XGBoost model demonstrates the best results across all performance metrics, attributed to its effective learning of complex data patterns and variable interactions. Although the KNN model also shows perfect predictions with zero error values, this indicates a need for further review of data processing procedures or model validation methods. Conversely, the BiLSTM, BiGRU, and Transformer models exhibit relatively lower performance. Models with moderate performance include Linear Regression, RNN, Conv1D-BiLSTM, Attention-LSTM, and the LSTM-CNN hybrid model, all displaying relatively higher errors and lower coefficients of determination (R²). As a result, tree-based models (XGBoost, Random Forest) and certain deep learning models like CNN-BiLSTM are found to be effective for predicting order quantities in supply chain tiers. In contrast, RNN-based models (BiLSTM, BiGRU) and the Transformer show relatively lower predictive power. Based on these results, we suggest that tree-based models and CNN-based deep learning models should be prioritized when selecting predictive models in practical applications.

This study aims to use dialectical thinking to explore the impacts and responses of Artificial Intelligence (AI) empowerment on students’ personalized learning. The effect of AI empowerment on student personalization is dissected through a literature review and empirical cases. The study finds that AI plays a significant role in promoting personalized learning by enhancing students’ learning effectiveness through intelligent recommendation, automated feedback, improving students’ independent learning ability, and optimizing learning paths, however, the wide application of AI also brings problems such as technological dependence, cheating in exams, weakening of critical thinking ability, educational fairness, and data privacy protection to students. The study proposes recommendations to strengthen technology regulation, enhance the synergy between teachers and AI, and optimize the personalized learning model. AI-enabled personalized learning is expected to play a greater role in improving learning efficiency and educational fairness.

This study evaluated the performance of several machine learning classifiers—Decision Tree, Random Forest, Logistic Regression, Gradient Boosting, SVM, KNN, and Naive Bayes—for adaptability classification in online and onsite learning environments. Decision Tree and Random Forest models achieved the highest accuracy of 0.833, with balanced precision, recall, and F1-scores, indicating strong, overall performance. In contrast, Naive Bayes, while having the lowest accuracy (0.625), exhibited high recall, making it potentially useful for identifying adaptable students despite lower precision. SHAP (SHapley Additive exPlanations) analysis further identified the most influential features on adaptability classification. IT Resources at the University emerged as the primary factor affecting adaptability, followed by Digital Tools Exposure and Class Scheduling Flexibility. Additionally, Psychological Readiness for Change and Technical Support Availability were impactful, underscoring their importance in engaging students in online learning. These findings illustrate the significance of IT infrastructure and flexible scheduling in fostering adaptability, with implications for enhancing online learning experiences.

The purpose of the current study is to examine the mediating role of intercultural communicative competence on the relationship between teaching of English language and learning at Chinese higher vocational colleges. The convenience sampling technique was used to collect data from 668 teachers, teaching English language subjects in different public and private Chinese higher vocational colleges. Smart partial least squares-structural equation modeling on SmartPLS software version 4 was used to test the hypotheses. The result revealed the direct effect of English language teaching (ELT) is not significant on English language learning (ELL). However, the intercultural communicative competences (ICC) have been tested and proved to be a potential mediator between English language teaching and learning. Because the indirect effect of ELT on ELL is positive and significant through mediator ICC. Therefore, based on the findings of this study, it can be concluded that the inclusion of intercultural communication ability is a crucial component in the vocational education of college students. Policymakers should be cautious about promoting and expanding the availability of cultural teaching and learning across demographic conditions (e.g., linguistic and ethnic diversity, age, and gender) and various levels of language proficiency. In accordance with the effects of teacher education and professional development programs, the implementation of ICC content necessitates a harmonization of pedagogical approaches and assessment practices across designated levels in order to effectively achieve educational objectives. To promote ICC in English language education, there must be clear guidelines and communication to school leaders, educators, and administrators regarding the necessity and goals of cultural integration.

This study explored how facilitation skills—defined as instructional techniques that accurately convey core messages in a trusting relationship and encourage self-directed learning participation among adult learners—affect the effectiveness of learning. The research focused on adult learners enrolled in lifelong education programs at seven universities, including general and vocational colleges in Busan. It aimed to examine the relationships between instructors’ facilitation skills, learner engagement, and learning outcomes, as well as the mediating effect of engagement on these relationships. A total of 213 valid survey responses were analyzed from an initial 215 responses, excluding 2 unsuitable entries. The findings are summarized as follows. First, facilitation skills were found to partially influence learner engagement. Second, learner engagement was shown to affect learning outcomes. Third, facilitation skills were found to have a partial effect on learning outcomes. Fourth, learner engagement partially mediated the relationship between facilitation skills and learning outcomes. Based on these results, this study is expected to contribute to a deeper understanding of the relationship between facilitation skills and learning outcomes in adult learners, providing practical guidelines for enhancing effectiveness in various educational contexts.