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Artificial intelligence (AI) is gradually influencing every aspect of everyday life, including education. AI can also provide special support to learners through academic sustainability or discontinuation predictions. While AI research remains in its early stages, we must examine how it evolves and exerts its potential over time. By utilizing AI in physical education (PE), we can increase its potential use in sports applications, and enact changes upon the nature of PE, its visualization, and repeatability. Based on the concept of AI and related research areas, this study explores its principles and use in PE, and presents a focused, in-depth analysis of the areas of PE technology where AI could be applied—customized PE classes, knowledge provision, learner evaluation, and learner counseling methods. Our findings highlight the expertise required for future PE teachers in applying AI. Regarding practice implications, this study addresses the topic of AI innovations affecting all life domains, including PE; it highlights AI applications’ relevance to PE technology, based on existing research; it proposes that the implications of AI for PE may apply to other educational domains; and finally, it contributes to existing literature and also shares future research prospects regarding AI applications in education and sports.

This study investigated the spatial and temporal distributions of particulate and gaseous air pollutants in a primary school in Beijing and assessed their health impact on the children. The results show that air quality inside the classroom was greatly affected by the input of outdoor pollutants; high levels of pollution were observed during both the heating and nonheating periods and indicate that indoor and outdoor air pollution posed a threat to the children's health. Traffic sources near the primary school were the main contributors to indoor and outdoor pollutants during both periods. Moreover, air quality in this primary school was affected by coal combustion and atmospheric reactions during the heating and nonheating periods, respectively. Based on the estimation by exposure-response functions and the weighting of indoor and outdoor pollutants during different periods, the levels of PM2.5, PM 10 and O3 at school had adverse respiratory health effects on children. Longer exposures during the nonheating period contributed to higher health risks. These results emphasized that emission sources nearby had a direct impact on air quality in school and children's respiratory health. Therefore, measures should be taken for double control on air pollution inside and outside the classroom to protect children from it.

The adapted physical education (APE) field is developing vigorously in China, and an increasing number of students with physical education (PE) as their major will encounter students with disabilities in their future teaching careers. This study thus surveyed PE major students from eight Chinese sports colleges and universities in order to explore how perceived social support could affect the self-efficacy of PE major students who are expected to face students with different types of disabilities; furthermore, it aimed to demonstrate the regulating effect of APE studies and internships. The survey found that (1) perceived social support positively affected self-efficacy among Chinese PE majors who would be facing students with different types of disabilities; (2) APE studies and internships positively affected self-efficacy among Chinese PE majors who would be facing students with different types of disabilities, and; (3) APE studies and internships strengthened perceived social support’s effects on self-efficacy among Chinese PE majors who would be facing students with different types of disabilities.

An integrated script control unit (ISCU) is invented to work as the digital controller in power electronics educations. The ISCU mainly consists of two parts, a control board and computer software. The computer software enables college students to write specific scripts, which can be compiled and saved on the control board, to design the control flow and algorithms. The processor on the board will realize the algorithms that are designed by the user. All of the variables can be monitored by the computer software, which is helpful to find the bugs in the algorithms. ISCU can help the under-graduate students to design converters even if they are unfamiliar with the programming languages and developing environment. Users can write and validate algorithms for converters quickly without writing any tedious codes (such as initialization, dealing with the interrupts) for specific processors with ISCU. The college students who lack the necessary skills to program the processor, can benefit when they are studying the power electronic techniques. Importantly, the ISCU is considered to be free for everyone. The details and the principles of ISCU are introduced, and a bi-directional DC-DC converter is built based on ISCU to validate the proposed characteristics.

Engineering education accreditation is a developing trend in undergraduate education, which requires students to be aware not only of basic knowledge and techniques, but also of patriotism, global insight, law, ecology and environmental protection. Traditional course content fails to meet these demands. Thus, it is necessary to create new course content with the guidance of engineering education accreditation. The inherent requirements for instructional objectives, course content and teaching models of engineering education accreditation have been analyzed. Additionally, the elements of engineering education accreditation are often welded onto essential knowledge. In this study, mind mapping, which establishes logic through divergent thinking, was proposed to help construct course content integrating ideas of engineering education accreditation. The detailed process and constructed course content were shown, taking a Geochemistry course as an example. The constructed course content has logic and integrity, and also motivates students’ imagination and creativity and improves teaching effectiveness. Meanwhile, some effects observed during the implementation were summarized, including the limited class hours, lack of familiarity with the extracurricular knowledge points, a higher level of independent thinking in students and a higher number of requests made to teachers. Corresponding reformation strategies were proposed, such as exploring the teaching model of “student-oriented, teacher-assistance”, developing case-based and heuristic teaching models and strengthening the building of dual-talented teachers and teaching groups.

Social networking (SN) technology has been presented to human beings as a means of communicating, collaborating, connecting, and cooperating to exchange knowledge, skills, news, chat, and to maintain contact with peers world-wide. This article examines SN awareness in the Asia-Pacific (AP) education sector (ES) with a specific focus on the advantages and disadvantages of SN; and investigated whether AP culture influences SN adoption by the ES. An online survey was distributed to 1014 AP students and a total of 826 students responded. Several new advantages of adoption emerged from the data analysis. SN enabled students to accomplish their study tasks more quickly; it allowed them to communicate and collaborate with peers world-wide; and it fostered sustainability. The disadvantages perceived by students include depression, loneliness, and distraction, lack of interest in pursuing traditional activities, and security and privacy concerns. Finally, culture does influence SN adoption by ES institutions in AP countries.

The college impact model provides a valuable framework for explaining various college student learning outcomes. However, few quantitative studies have examined the effectiveness of college impact model in explaining engineering undergraduates’ sustainability consciousness, a critical learning outcome in engineering education. This study proposes a modified college impact model to test the structural links among curriculum experiences, sustainable agency beliefs, and engineering undergraduates’ sustainability consciousness, and to explore the moderating effect of gender on the structural model. Data are collected from 1804 senior engineering students enrolled in five traditional engineering disciplines at 14 first-class engineering universities in China. Structural equation modeling was used for testing the research model. The results demonstrate that (1) curricular emphasis has a significant direct impact on all three dimensions of students’ sustainability consciousness, while instructional practice has a significant direct influence on the sustainability knowingness dimension; (2) both curricular emphasis and instructional practice have a significant indirect influence on sustainability consciousness through the full or partial mediation of sustainable agency beliefs; and (3) gender moderates several paths in the structural model. Theoretical and practical implications are provided, and suggestions for future research are offered.