This study explores the impact of online assessments on students’ academic performance and learning outcomes at the University of Technology in South Africa. The research problem addresses the effectiveness and challenges of digital assessment platforms in higher education (HE), particularly their influence on student engagement, feedback quality, and academic integrity. A qualitative case study approach was employed, involving semi-structured interviews with ten undergraduate and postgraduate students from diverse academic backgrounds. The findings reveal that while online assessments provide flexibility and immediate feedback, they also pose challenges related to technical issues, feedback delays, and concerns about long-term knowledge retention. The study highlights the necessity of aligning assessment strategies with constructivist learning principles to enhance critical thinking and student-centered learning. Implications for theory include strengthening the application of constructivist learning in digital environments, while practical recommendations focus on improving assessment design, institutional support, and feedback mechanisms. Policy adjustments should consider inclusive and equitable access to online assessments. Future research should further investigate the long-term impact of digital assessments on professional readiness. This study contributes to ongoing discussions on online education by offering a nuanced understanding of digital assessment challenges and opportunities in higher education.

This study introduces a novel Groundwater Flooding Risk Assessment (GFRA) model to evaluate risks associated with groundwater flooding (GF), a globally significant hazard often overshadowed by surface water flooding. GFRA utilizes a conditional probability function considering critical factors, including topography, ground slope, and land use-recharge to generate a risk assessment map. Additionally, the study evaluates the return period of GF events (GFRP) by fitting annual maxima of groundwater levels to probability distribution functions (PDFs). Approximately 57% of the pilot area falls within high and critical GF risk categories, encompassing residential and recreational areas. Urban sectors in the north and east, containing private buildings, public centers, and industrial structures, exhibit high risk, while developing areas and agricultural lands show low to moderate risk. This serves as an early warning for urban development policies. The Generalized Extreme Value (GEV) distribution effectively captures groundwater level fluctuations. According to the GFRP model, about 21% of the area, predominantly in the city's northeast, has over 50% probability of GF exceedance (1 to 2-year return period). Urban outskirts show higher return values (> 10 years). The model's predictions align with recorded flood events (90% correspondence). This approach offers valuable insights into GF threats for vulnerable locations and aids proactive planning and management to enhance urban resilience and sustainability.

One crucial metric for estimating a reservoirs and dam’s lifespan is sedimentation. It is dependent upon sediment output, which in turn is dependent upon soil erosion. The study area, the Aguat Wuha Dam, was located in Simada woreda, of northwestern parts of Ethiopia. And the study's goal was to use Arc GIS and RUSLE adjusted to Ethiopian conditions to assess potential soil erosion and sediment output from the watershed and identify hotspot locations for appropriate planning for erosion and sedimentation problem management techniques to make the outputs of the dam project more productive and effective for the proposed and suggested purpose of the dam. To predict the geographical patterns of soil erosion in the watershed, the Geographic Information System (GIS) was combined with the revised universal soil loss equation (RUSLE). A soil erosion map was produced using ArcGIS by utilizing all of the model's parameters, including Erosivity, erodibility, steepness, land use, land cover, and supportive practice factors. The watershed's yearly soil loss varies from 0 to 413.86 tons/ha. In order to determine the erosion hotspot area, the average annual soil loss value was discovered to be 9.24 tons/ha/year and was categorized into six erosion severity classes: low, moderate, high, very high, severe, and very severe. These findings indicated that 162.57 ha and 699.17 ha of the watershed were considered to be extremely and severely vulnerable to soil erosion, respectively. It was discovered that the anticipated sediment yield supplied to the outlet varied from 0 to 104.94 tons/ha/year. By standing from the implications of the assessments of the geological, geotechnical, topographical, and socioenvironmental considerations Watershed management is the most effective way to reduce the amount of sediment produced and the amount that enters the reservoir among the several reservoir sedimentation control options that are available.

Disaster Risk Management benefits from innovative techniques including AI and Multi Sensor Fusion. The Firefguard Approach uses such technologies to improve the Wildfire Management works in Saxony, Eastern Germany by supporting standing efforts in Early Warning, Disaster Response and Monitoring. Unmanned Aerial Systems (UAS) play a vital role in providing real-time information via a 5G network to a central information management system that delivers geospatial information to response teams. This study highlights the potential of combining UAS, AI, geospatial solutions and existing data for real-time wildfire monitoring and risk assessment systems.

Instant and accurate evaluation of drug resistance in tumors before and during chemotherapy is important for patients with advanced colon cancer and is beneficial for prolonging their progression-free survival time. Here, the possible biomarkers that reflect the drug resistance of colon cancer were investigated using proton magnetic resonance spectroscopy (1H-MRS) in vivo. SW480[5-fluorouracil(5-FU)-responsive] and SW480/5-FU (5-FU-resistant) xenograft models were generated and subjected to in vivo 1H-MRS examinations when the maximum tumor diameter reached 1–1.5 cm. The areas under the peaks for metabolites, including choline (Cho), lactate (Lac), glutamine/glutamate (Glx), and myoinositol (Ins)/creatine (Cr) in the tumors, were analyzed between two groups. The resistancerelated protein expression, cell morphology, necrosis, apoptosis, and cell survival of these tumor specimens were assessed. The content for tCho, Lac, Glx, and Ins/Cr in the tumors of the SW480 group was significantly lower than that of the SW480/5-FU group (p < 0.05). While there was no significant difference in the degree of necrosis and apoptosis rate of tumor cells between the two groups (p > 0.05), the tumor cells of the SW480/5-FU showed a higher cell density and larger nuclei. The expression levels of resistance-related proteins (P-gp, MPR1, PKC) in the SW480 group were lower than those in the SW480/5-FU group (p < 0.01). The survival rate of 5-FU-resistant colon cancer cells was significantly higher than that of 5-FUresponsive ones at 5-FU concentrations greater than 2.5 μg/mL (p < 0.05). These results suggest that alterations in tCho, Lac, Glx1, Glx2, and Ins/Cr detected by 1H-MRS may be used for monitoring tumor resistance to 5-FU in vivo.

With the deep integration of artificial intelligence technology in education, the development of AI integration capabilities among pre-service teachers—as the core of future educational human resources—has become crucial for enhancing educational quality and driving digital transformation in education. Based on the AI-TPACK (Artificial Intelligence-Technological Pedagogical Content Knowledge) theoretical framework, this study employs questionnaire surveys and structural equation modeling to explore the structural characteristics, influencing factors, and formation mechanisms of AI-TPACK competencies among pre-service teachers in Chinese universities. Findings indicate that while pre-service teachers demonstrate moderately high overall AI-TPACK levels, their technical knowledge (AI-TK) and technological integration competencies (e.g., AI-TPK, AI-TCK) remain relatively weak. School technical support, technological attitudes, and technological competence significantly influence their AI-TPACK capabilities, with institutional level and teaching experience serving as important external moderating factors. Building on these findings, this paper proposes a systematic framework for developing pre-service teachers' AI integration capabilities from a human resource development perspective. This framework encompasses four dimensions: curriculum optimization, practice enhancement, resource support, and policy guidance. It aims to provide theoretical foundations and practical pathways for pre-service teacher training and teacher human resource development in higher education institutions.