Nanotechnology is a subject that studies, processes, and applies various functional materials, equipment, and systems, and controls substances on a nanoscale. Nanomedicine refers to its application in diagnosing, treating, preventing, and monitoring various diseases. Drugs administered through eye drops must travel a long distance to avoid various eye barriers reaching the posterior segment of the eye, to achieve the lowest drug level. This review focuses on nanotechnology-based eye disease treatment systems and highlights the obstacles affecting the drug management of eyes and nano-systems for the treatment of eye diseases. This paper summarizes the development prospect of nanotechnology and the challenges it faces in the treatment and diagnosis of ophthalmic diseases, to provide information and new ideas for the implementation of treatment and the development of a refractory eye disease management system.

Metaverse technology has various uses in communication, education, entertainment, and other aspects of life. Consequently, it necessitates using some interactive mobile applications to enter the virtual world and gain real-time, face-to-face experiences, particularly among students. This research focused on the factors accelerating metaverse technology acceptance particularly, Metaverse Experience Browser application acceptance among the students under the factors proposed by the unified theory of acceptance and use of technology (UTAUT) model. Notably, lack of studies in metaverse browsers and their prevalence during the post pandemic era, indicates a strong literature gap. The researchers gathered data from n = 384 higher education students from the two cities in the United Arab Emirates and applied Structural Equation modelling (SEM) for data analysis. Results revealed that Performance Expectancy (p < 0.003) and Social Influence (p = 0.000) were significant factors affecting the Behavioral Intention of the students to consider Metaverse Experience Browser as an interactive mobile application. On the other hand, behavioural Intention significantly affects (p = 0.000) Effort Expectancy, which shows how fewer efforts and greater accessibility are associated with one’s behavioural Intention. Besides, the effect of Behavioral Intention (p = 0.000) on Metaverse Experience Browser acceptance also remained validated. Finally, Effort Expectancy (p = 0.000) also indicated its significant effect on the Metaverse Experience Browser. These results indicated that the factors proposed by UTAUT have greater applicability on the Metaverse Experience Browser as they showed their relevance to its acceptance. The present study concludes that the acceptance of Metaverse Experience Browser as an interactive mobile application is a level ahead in improving students’ experiences. Thus, the Metaverse Experience Browser is considered a modified way of creating, sharing, participating, and enjoying the virtual world, indicating its greater usage among students for different purposes, including education and learning.

While the rapid development of artificial intelligence has affected people's daily lives, it has also brought huge challenges to high school mathematics teaching, such as restructuring the classroom teaching structure, transforming the role of teachers, and selecting classroom teaching methods. Based on this, the article explores the application strategies of AI technology in improving knowledge introduction, improving mathematics classroom efficiency and stimulating students' learning interest, with a view to optimizing classroom teaching links, improving students' core discipline quality, and promoting the development of high school mathematics teaching informatization.

A salinity gradient solar pond (SGSP) is a large and deep artificial basin of layered brine, that collects and stores simultaneous solar energy for use in various applications. Experimental and theoretical studies have been launched to understand the thermal behavior of SGSPs, under different operating conditions. This article then traces the history of SGSPs, from their natural discovery to their current artificial applications and the progress of studies and research, according to their chronological sequence, in terms of determining their physical and dynamic aspects, their operation, management, and maintenance. It has extensively covered the theoretical and experimental studies, as well as the direct and laboratory applications of this technology, especially the most famous and influential in this field, classified according to the aspect covered by the study, with a comparison between the different results obtained. In addition, it highlighted the latest methods to improve the performance of an SGSP and facilitate its operation, such as the use of a magnetic field and the adoption of remote data acquisition, with the aim of expanding research and enhancing the benefit of this technology.

The SMARTER model, an innovative educational framework, is designed for blended learning environments, seamlessly integrating both online and face-to-face instructional components. Employing a flipped classroom methodology, this model ensures an equitable division between online and traditional classroom interactions, aiming to cultivate a dynamic and collaborative learning atmosphere. This research focused on developing and rigorously evaluating the SMARTER model’s validity, practicality, and effectiveness. Adopting a research and development (R&D) approach informed by the methodologies of Borg, Gall, and Gall, this study utilized a mixed-methods strategy. This encompassed a robust validation process by experts in design, content, and media, alongside an empirical analysis of the model’s application in actual educational settings. The aim was to comprehensively assess its effectiveness and practicality. The findings from this study affirm the SMARTER model’s validity, practicality, and effectiveness in improving students’ information literacy skills. Comparative analysis between a control group, taught using a traditional expository approach, and an experimental group, educated under the SMARTER model, highlighted significant improvements in the latter group. This effectiveness underscores the model’s capacity not only to efficiently deliver content but also to actively engage students in a collaborative learning process. The results advocate for the model’s potential broader adoption and adaptation across similar educational contexts. They also establish a foundation for future research aimed at exploring the SMARTER model’s scalability and adaptability across diverse instructional environments.