The expansion of road networks, taken place during the last decades, was driven by technological progress and economic growth. The most innovative products of this trend—modern motorways and international road corridors—provide an excellent level of service, traffic safety and necessary information to travelers. However, despite this undeniable progress, major impediments and respective challenges to road authorities and operators still remain. The present paper analytically presents the main current challenges in the road engineering field, namely: a) financing new projects, b) alternative energy resources, especially renewable energy, c) serviceability, including maintenance of road infrastructure, traffic congestion and quality of the network, d) climate change hazards due to greenhouse gas emissions increase, e) environmental impacts, f) safety on roads, streets and motorways, and g) economy and cost-effectiveness. In each country and over each network, challenges and concerns may vary, but, in most cases, competent authorities, engaged in road development policies, have to deal with most of these issues. The optimization of the means to achieve the best results seems to be an enduring stake. In the present paper, the origin and the main features of these challenges are outlined as well as their tendency to get amplified or diminished under the actual evolving economic conditions worldwide, where growth alternates with crisis and social hardship. Moreover, responses, meant to provide solutions to the said challenges, are suggested, including research findings of Aristotle University and innovative technological achievements, to drive the transition to a more sustainable future.

The present study focuses on improving Cognitive Radio Networks (CRNs) based on applying machine learning to spectrum sensing in remote learning scenarios. Remote education requires connection dependability and continuity that can be affected by the scarcity of the amount of usable spectrum and suboptimal spectrum usage. The solution for the proposed problem utilizes deep learning approaches, namely CNN and LSTM networks, to enhance the spectrum detection probability (92% detection accuracy) and consequently reduce the number of false alarms (5% false alarm rate) to maximize spectrum utilization efficiency. By developing the cooperative spectrum sensing where many users share their data, the system makes detection more reliable and energy-saving (achieving 92% energy efficiency) which is crucial for sustaining stable connections in educational scenarios. This approach addresses critical challenges in remote education by ensuring scalability across diverse network conditions and maintaining performance on resource-constrained devices like tablets and IoT sensors. Combining CRNs with new technologies like IoT and 5G improves their capabilities and allows these networks to meet the constantly changing loads of distant educational systems. This approach presents another prospect to spectrum management dilemmas in that education delivery needs are met optimally from any STI irrespective of the availability of resources in the locale. The results show that together with machine learning, CRNs can be considered a viable path to improving the networks' performance in the context of remote learning and advancing the future of education in the digital environment. This work also focuses on how machine learning has enabled the enhancement of CRNs for education and provides robust solutions that can meet the increasing needs of online learning.

Oil spills (OS) in waters can have major consequences for the ecosystem and adjacent natural resources. Therefore, recognizing the OS spread pattern is crucial for supporting decision-making in disaster management. On 31 March 2018, an OS occurred in Balikpapan Bay, Indonesia, due to a ship's anchor rupturing a seafloor crude oil petroleum pipe. The purpose of this study is to investigate the propagation of crude OS using coupled three-dimensional (3D) model from DHI MIKE software and remote sensing data from Sentinel-1 SAR (Synthetic Aperture Radar). MIKE3 FM predicts and simulates the 3D sea circulation, while MIKE OS models the path of oil's fate concentration. The OS model could identify the temporal and spatial distribution of OS concentration in subsurface layers. To validate the model, in situ observations were made of oil stranded on the shore. On 1 April 2018, at 21:50 UTC, Sentinel-1 SAR detected an OS on the sea surface covering 203.40 km². The OS model measures 137.52 km². Both methods resulted in a synergistic OS exposure of 314.23 km². Wind dominantly influenced the OS propagation on the sea surface, as detected by the SAR image, while tidal currents primarily affected the oil movement within the subsurface simulated by the OS model. Thus, the two approaches underscored the importance of synergizing the DHI MIKE model with remote sensing data to comprehensively understand OS distribution in semi-enclosed waters like Balikpapan Bay detected by SAR.

This article evaluates the Didactic Strategies for Teaching Mathematics (DSTM) program, designed to enhance the teaching of mathematical content in primary and secondary education in a hybrid modality. In alignment with SENACYT’s Gender-STEM-2040 Policy, which emphasizes gender equality as a foundational principle of education, this study aims to assess whether initial teacher training aligns with this policy through the use of mathematical strategies promoting gender equality. A descriptive-correlational approach was applied to a sample of 64 educators, selected based on their responses during the training, with the goal of improving teaching and data collection methodologies. Findings indicate that, although most teachers actively engage in training, an androcentric approach persists, with sexist language and a curriculum that renders girls invisible, hindering the fulfillment of the National Gender Equality Policy in Science, Technology, and Innovation of Panama (Gender-STEM Policy 2040). Additionally, through a serendipitous finding, a significant gap in student activity levels, especially in secondary school, was discovered. While in primary school, activity levels were similar between genders, a decline in active participation among girls in secondary school was observed. This discovery, not initially contemplated in the study’s objectives, provides valuable insights into gender differences in active participation, particularly in higher educational stages. The serendipity suggests the need for further exploration of social, environmental, and family factors that may influence this decrease in girls’ active participation. The article concludes with a preliminary diagnosis and a call to deepen gender equality training and the effective implementation of coeducation in Panama’s educational system.