Dr. Jasmin (Bey) Cowin, an Associate Professor at Touro University, received the 2024 Touro University CETL Faculty Fellowship for Excellence in Teaching and the Rockefeller Institute of Government awarded her the prestigious Richard P. Nathan Public Policy Fellowship (2024-2025). As a Fulbright Scholar and SIT Graduate, she was selected to be a U.S. Department of State English Language Specialist. Her expertise in AI in education is underscored by her role as an AI trainer and former Education Policy Fellow (EPFP™) at Columbia University's Teachers College. As a columnist for Stankevicius, she explores Nicomachean Ethics at the intersection of AI and education. She has contributed to initiatives like Computers for Schools Burundi, served as a resource specialist for Amity University in Uttar Pradesh, India, and participated in TESOL "Train the Trainer" programs in Yemen and Morocco. Her research interests include simulations and metaverse for educators-in-training, AI applications in education and language acquisition and teaching, and distributed ledger technologies, with a focus on her 'Education for 2060' theme.
In conclusion, my commitment extends beyond transactional interactions, focusing instead on utilizing my skills and privileges to make a positive, enduring impact on the world.
I am an Associate Professor at Touro University, a Fulbright Scholar, an SIT Graduate, a U.S. Department of State English Language Specialist (2024) in Assessment and Artificial Intelligence, and a former Education Policy Fellow (EPFP™) at Columbia University, Teachers College. I regularly write on ‘Insights at the Intersection of AI and Education,’ for Stankevicius. At the heart of my professional journey is a commitment to transformative education, grounded in integrating concepts like Lynda Miller’s philosophy of abundance, which counters Ruby Payne’s notion of a Culture of Poverty (2005). This philosophy of abundance emphasizes viewing experiences as assets filled with positivity and optimism, particularly valuable in an often dystopian-seeming world. Aligned with the UN’s Sustainable Development Goal 4, I have contributed to initiatives like Computers for Schools Burundi, TESOL “Train the Trainer” programs in Yemen and Morocco. As an educator in the Fourth Industrial Revolution era, I prepare future teachers by incorporating innovations in education to shape worldviews and cultivate an adaptable skillset for Volatile, Uncertain, Complex, Ambiguous (VUCA) environments. My research explores simulations for educators-in-training, AI in education and assessment, educational Metaverse applications, and educational transformation for language educators.
“Rather than remain fixed in familiar practices, we will need to harness an agile, growth-oriented mindset. Now is the time for courage, vision, and perseverance.”
Dr. Jasmin (Bey) Cowin
I am happy to share my virtual workshop session: “Structured Prompting for Teachers of English as a New Language/English as a Foreign Language” for Everyone Academy – Morocco, moderator: Aziz Soubai March 11th, 2024
At the heart of my professional journey is a commitment to transformative education, grounded in integrating concepts like Lynda Miller’s philosophy of abundance, which counters Ruby Payne’s notion of a Culture of Poverty (2005). This philosophy of abundance emphasizes viewing experiences as assets filled with positivity and optimism, particularly valuable in an often dystopian-seeming world. Aligned with the UN’s Sustainable Development Goal 4, she has contributed to initiatives like Computers for Schools Burundi, TESOL “Train the Trainer” programs in Yemen and Morocco. As an educator in the Fourth Industrial Revolution era, I prepare future teachers by incorporating innovations in education to shape worldviews and cultivate an adaptable skillset for Volatile, Uncertain, Complex, Ambiguous (VUCA) environments. Her research explores simulations for educators-in-training, AI in education and assessment, educational Metaverse applications, and educational transformation for language educators.
“Rather than remain fixed in familiar practices, we will need to harness an agile, growth-oriented mindset. Now is the time for courage, vision, and perseverance.”
Dr. Jasmin (Bey) Cowin
Through my pro-bono work, I support SDG 4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.
Mon, Mar 11 | Webinar Time & Location Mar 11, 2024, 4:00 PM – 4:30 PM GMT (Casablanca, Morocco)
– click the link to register
Structured AI Prompting Strategies for Language Educators
Platos Dialog „Philebus“ erforscht ausführlich die Theorie der Formen und die Suche nach Wahrheit durch philosophische Diskussionen zwischen Sokrates und Philebus. Zentrale Prinzipien beinhalten das Erreichen eines Gleichgewichts zwischen Weisheit und Vergnügen, was Sokrates als Weg zum „guten Leben“ argumentiert. Dieses Papier stützt sich auf den philosophischen Rahmen der Philebus-Triade als Linse, durch die die Schnittstellen und Synergien zwischen den drei Bereichen Weisheit, Vergnügen und dem guten Leben betrachtet werden. Durch die Verwendung dieses philosophischen Modells, versucht die Autorin, die Komplexitäten und das Chaos einer beschleunigenden, unkontrollierten und unerforschten technologischen Evolution zu interpretieren und zu durchdringen. Ihre These argumentiert, dass die generative Künstliche Intelligenz (KI), betrachtet durch die Philebus-Triade – ein Konzept aus den platonischen Dialogen, das eine harmonische Verbindung zwischen verschiedenen Aspekten der Realität symbolisiert – einen zusammenhängenden Rahmen darstellt. Die Autorin stellt eine komplexe Verbindung zwischen den zentralen philosophischen Grundsätzen in den platonischen Dialogen und den möglichen Konsequenzen einer atavistischen generativen KI in den Bildungs-, Forschungs- und Industriesektoren her. Durch die Verknüpfung dieser Konzepte entsteht eine Reflexion über die Konvergenz von philosophischem Gedankengut und modernster Technologie. Die Synthese dieser Ideen unterstreicht die zeitlose Natur der philosophischen Untersuchung, um dringende Fragen unserer technologischen Ära zu beantworten.
Generative Artificial Intelligence in Education, Research and Industry: the Philebus Triad? Abstract Plato’s dialog “Philebus” explores in detail the theory of forms and the search for truth through philosophical discussions between Socrates and Philebus. Central principles include achieving a balance between wisdom and pleasure, which Socrates argues is the path to the ‘good life’. This paper draws on the philosophical framework of the Philebus Triad as a lens through which the interfaces and synergies between the three areas of Wisdom, Pleasure, and the Good Life are viewed. By using this philosophical model, the author attempts to interpret and penetrate the complexities and chaos of an accelerating, uncontrolled and unexplored technological evolution. Her thesis argues that generative Artificial Intelligence (AI), viewed through the Philebus triad—a concept from the Platonic dialogues that symbolizes a harmonious connection between different aspects of reality—represents a cohesive framework. The author establishes a complex link between the central philosophical principles in the Platonic dialogues and the potential consequences of atavistic generative AI in the education, research and industrial sectors. By linking these concepts, a reflection on the convergence of philosophical thought and cutting-edge technology emerges. The synthesis of these ideas underscores the timeless nature of philosophical inquiry to answer pressing questions of our technological era.
YGLF warmly welcomes Dr. Jasmin Cowin to its Inter-generational Council, who also served as our exemplary Executive Director several years ago. In the interim, she has brilliantly established herself as a professorial educator, expanding her expertise. Our Chair, Dr. Linda, and Dr. Jasmin first met through Rotary International NY, where both were active members years ago. Dr. Jasmin also filled an all-important role in the successful, inaugural YGLF Global Colloquium 2013 that ultimately led to UN NGO ECOSOC Special Consultative status since 2018.
The Young Global Leadership Foundation (YGLF) guides aspiring young adults from around the world to promote democracy and to become effective and ethical leaders towards peaceful and productive global connection and collaboration in the 21st C. YGLF adheres to and advocates for the ethos of the United Nations Sustainable Development Goals (SDGs): Agenda 2030: The SDGs address the advancement of: People ~ Planet ~ Peace ~ Prosperity ~ Partnership.
Recently, the U.S. Department of State announced the selection of Prof. Dr. Jasmin Cowin of Touro University for an English Language Specialist project focusing on Assessment and Artificial Intelligence in Russia. Dr. Cowin is part of a select group, as her project is one of approximately 240 that the English Language Specialist Program supports each year. Prof. Cowin will serve as an English Language Specialist as plenary speaker and deliver a workshop for university professors and graduate students in Russia as part of a regional conference dedicated to linguistics, language teaching, and assessment.
In this interview we ask Dr. Jasmin Cowan about her experience and her thinking when it comes to various aspects of overcoming obstacles and achieving success.
Dr Jasmin Cowin
Dr. Jasmin Cowin is an Associate Professor at Touro University, a Fulbright Scholar, an SIT Graduate, a past Education Policy Fellow at Columbia University, Teachers College, a U.S. Department of State English Language Specialist and harpist. Living in the era of the Fourth Industrial Revolution, she acknowledges the significant role she plays in preparing future educators who will teach well into the 2050s.
At the core of her personal and professional ethos lies a passionate commitment to Sustainable Development Goal 4, which aims to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’ This goal serves as the guiding principle for her work both at Touro University and as a pro-bono advisor to various not-for-profits and teacher education organizations in the US, Burundi, Morocco, and Yemen. Dr. Jasmin Cowin believes that education ignites the imagination, serves as the foundation for prosperity, and opens doors to a multitude of opportunities in our increasingly interconnected global economy.
Closer to home, as a board member of ‘Today’s Students, Tomorrow’s Teachers’, she actively supports efforts to recruit, mentor, and train culturally diverse and economically challenged students from high school through college, with the objective of placing them as effective teachers and committed leaders who can strengthen schools and communities. Similarly, her involvement with Computers for Schools Burundi underscores her commitment to leveraging education and technology to enhance educational outcomes in Burundi. By providing computers, technical training, cultural competency training, and English language training founder and CEO Emmanuel Ngendakuriyo, his incredible team, and Dr. Jasmin Cowin, aim to bridge the digital divide and empower both educators, students, and communities in Burundi with the skills necessary for success in the 21st century.
As an educator, teacher, mentor, and advisor, Dr. Jasmin Cowin has seen firsthand how passion transcends transactional processes. Her drive to leave the world a better place through education and technology goes beyond conventional metrics of success. It is about nurturing potential, fostering diversity, and creating lasting, positive change.
In the past year, what is the greatest business achievement you have achieved?
I am honored to have been selected by the U.S. Department of State for a prestigious English Language Specialist project focusing on assessment in education and Artificial Intelligence in Russia. My project, one of approximately 240 supported annually by the English Language Specialist Program, will involve serving as a plenary speaker and delivering a workshop for university professors and graduate students at a regional conference dedicated to linguistics, language teaching, and assessment. In addition, in 2023, I presented at the TESOL International conference in Portland and went to Morrocco and Germany to conduct workshops for both educators and students.
Business is all about overcoming obstacles and creating opportunities for growth. What do you seeas THE real challenge right now?
In the context of my work, and reflecting on my journey and ethos as an educator I am deeply invested in transformative education and the principles of Lynda Miller’s philosophy of abundance. For me the paramount challenge today is navigating the complexities of a Volatile, Uncertain, Complex, Ambiguous ( VUCA) world, especially with the rapid advancement of AI. This VUCA environment directly impacts all facets of our work and heralds a fundamental shift in how we should prepare our future workforce. This shift requires of being fully informed through discussion, vetting, and the responsible integration of AI and 4IR (Fourth Industrial Revolution) innovations into education and work.
For me, this VUCA world presents a double-edged sword: challenges and potential, but also risks and unintended consequences. While the rapid advancement of AI undeniably shapes the global business landscape, its integration into education requires cautious consideration. We must not solely focus on technological prowess at the expense of nurturing crucial human qualities like resilience, adaptability, and ethical judgment. Truly transformative education, therefore, necessitates a balanced approach that critically evaluates the role of 4IR technologies in learning, ensuring they serve as tools to augment, not replace, the irreplaceable human element in education.
My focus on quality education, aligned with the United Nations Sustainable Development Goal 4, positions me to address these challenges head-on. Through initiatives like Computers for Schools Burundi (CfSB) and TESOL “Train the Trainer” programs in Yemen and Morocco, I contribute to building a globally competent, technologically savvy, and ethically grounded teacher workforce. These programs, underpinned by a philosophy that views diversity and individual experiences as assets filled with positivity and optimism, are particularly valuable in preparing students and educators alike for the complexities of a VUCA world.
Moreover, the integration of AI into educational practices is not just about teaching technical skills; it’s about fostering a mindset that is prepared for continuous learning, ethical reasoning, and adaptability in the face of uncertainty. This involves cultivating an ethos among students and educators that values critical thinking, creativity, and the ethical use of technology, ensuring collectively we are not only consumers of AI but also informed contributors to a society that leverages AI for the common good.
What does “success” in the year to come mean to you? It could be on a personal or business level,please share your vision.
Success in the forthcoming year, from my perspective, centers on advancing my research and practical applications within metaverses like Agora World. This endeavor aims to revolutionize educational spaces for educators in training, both domestically and internationally. By integrating cutting-edge virtual environments, the goal is to transcend traditional learning methodologies, offering immersive and interactive experiences that cater to the evolving needs of educators and students.
Simultaneously, my work with simSchool in simulation training underscores my commitment to enhancing pedagogical strategies. This involves using simulations to prepare educators more effectively, by providing them with realistic scenarios and challenges they are likely to encounter in their classrooms.
Expanding my keynote speaking engagements is another facet of my goal for 2024/2025. By sharing my insights at various forums, I aim to influence the educational landscape positively. My perspective on success is fundamentally anchored in a non-transactional philosophy. It champions the idea of experiences as invaluable assets, imbued with positivity and optimism. Such a stance is crucial in counteracting the often dystopian narratives that pervade our contemporary discourse.
Personally, nearing the end of a decade and looking at a different life stage, I often reflect on [28] With them the Seed of Wisdom did I sow by Omar Khayyam (English version by Edward FitzGerald, Original Language Persian/Farsi):
With them the Seed of Wisdom did I sow,
And with my own hand labour’d it to grow:
And this was all the Harvest that I reap’d —
“I came like Water and like Wind I go.”
This particular quatrain from the poem “Rubáiyát of Omar Khayyám,” translated by Edward FitzGerald encapsulates for me a philosophical reflection on life, wisdom, and the transient nature of human existence. Omar Khayyám, a Persian mathematician, astronomer, philosopher, and poet, is known for his exploration of the universe’s mysteries and the human condition through his poetry. For me, the lines metaphorically discuss the poet’s journey of sowing the “Seed of Wisdom,” signifying the pursuit of knowledge and understanding throughout one’s life. The act of sowing and laboring with his own hands indicates a personal and active engagement in this quest for wisdom. However, the harvest or the outcome of this lifelong endeavor is described in a poignant realization: “I came like Water and like Wind I go.” This statement reflects on the ephemeral nature of life and achievements, suggesting that despite the efforts and wisdom gained, one’s existence and accomplishments are as transient as the elements of water and wind. This quatrain, therefore, speaks to the humility and acceptance of the limits of human life and achievements. I need to acknowledge that despite my deepest endeavors to understand and bring joy to the world around me, I am ultimately part of the natural cycle, coming and going with the fluidity of water and the fleetness of wind.
In your experience, what tends to be the most underestimated part of running a company? Canyou share an example?
Given the multifaceted nature of my role as a pro bono consultant, keynote speaker, conference organizer, workshop provider, and full-time Associate Professor, the underestimated parts of managing such a diverse portfolio revolve around several critical but often overlooked aspects. Even in a pro bono capacity, the administrative tasks can be substantial. This includes planning and coordinating events, managing communication with multiple organizations, and preparing materials for workshops and presentations, and keeping track of my expenses. The paperwork and logistical coordination involved in these activities can consume a significant amount of time and energy. I need to be very cognizant of pacing and focus given the diversity of my engagements. Pacing myself and maintaining focus becomes crucial. It’s easy to become overwhelmed by the sheer volume of work or to get sidetracked by new opportunities that arise from my engagements. Staying focused on my objective of SDG 4 and pacing my efforts to avoid burnout are essential strategies. In regards to self-care and maintaining personal space, it is critical to recognize the signs of overcommitment and to understand the value of saying no to protect my well-being.
I am humbled and excited to serve the U.S. Department of State in the capacity of English Language Specialist.
The English Language Specialist Program is the premier opportunity for leaders in the field of teaching English to speakers of other languages (TESOL) to enact meaningful and sustainable changes in the way that English is taught abroad. Through projects developed by U.S. Embassies in more than 80 countries, English Language Specialists work directly with local teacher trainers, educational leaders, and ministry of education officials to exchange knowledge, build capacity, and establish partnerships benefiting participants, institutions, and communities in the United States and overseas. Since 1991, the English Language Specialist Program has supported in-country, virtual, and mixed projects in which hundreds of TESOL scholars and educators promote English language learning, enhance English teaching capacity, and foster mutual understanding between the U.S. and other countries through cultural exchange. During their projects, English Language Specialists may conduct intensive teacher training, advise ministries of education or participate in high-level educational consultations, and offer plenary presentations at regional, national, or international TESOL conferences. These projects are challenging and those selected represent the best of the U.S. TESOL community. In return, the program provides professional development opportunities to help participants experience different cultures and build skills that can greatly enhance their TESOL careers at home. English Language Specialists are counted among the more than 50,000 individuals participating in U.S. Department of State exchange programs each year. The Specialist Program is administered by the Center for Intercultural Education and Development at Georgetown University.
I am delighted to announce the recent publication of our paper, titled “Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training.” This paper has been featured in the conference proceedings titled “Towards a Hybrid, Flexible and Socially Engaged Higher Education,” published by Springer Nature, Switzerland.
Our transdisciplinary collaborative effort grew from the International Conference on Interactive Collaborative Learning (ICL 2023), Madrid, and signifies a significant step forward in our journey to reshape educational paradigms through the integration of cutting-edge technologies (Cowin et al., 2024).
Cowin, J., Oberer, B., Lipuma, J., Leon, C., & Erkollar, A. (2024). Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training [ICL]. In M. E. Auer, U. R. Cukierman, E. Vendrell Vidal, & E. Tovar Caro (Eds.), Towards a Hybrid, Flexible and Socially Engaged Higher Education (CLDM_Dv; Vol. 899, pp. 532–541). Springer Nature Switzerland; /Research/Education. https://doi.org/10.1007/978-3-031-51979-6_55
Conference Presentation
Cowin, J., Oberer, B., Lipuma, J., Leon, C., & Erkollar, A. (2023, September 26). Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training [Presentation] [Conference]. International Conference on Interactive Collaborative Learning (ICL 2023), Madrid, Spain. http://icl-conference.org/icl2023/
Paper Abstract As the world undergoes remarkable transformations powered by Artificial Intelligence, the challenge arises for educational systems and institutions to adapt. How can we adequately equip educators-in-training to flourish in unprecedented change? The emergence of flexible, hybrid, and socially engaged learning environments has created a need for effective training methodologies that empower educators-in-training to thrive in this new paradigm. Higher education institutions need to expand aspiring educators’ human and professional potential amidst accelerating change, in line with the clarion call of the Sustainable Development Goal 4 Quality Education “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States” [1]. Simulation-based training coupled with Artificial Intelligence offers a solution to equip educators with the necessary skills and competencies to navigate complex real-world educational settings to succeed in classrooms of the 21st century. Simulation-based training allows educators-in-training to develop their skills and build confidence in their abilities to effectively engage with students in multifaceted classroom environments by providing a safe and controlled space for experimentation and practice. In conclusion, this paper and presentation explore the shifting teaching paradigms in higher education using simSchool and Mursion simulation platforms as examples and examine inclusive and dynamic practices that promote sustainable systems change in line with SDG 4. Quality Education, supporting educators-in-training by identifying strengths and encouraging personal and professional growth through AI feedback loops and faculty coaching.
Keywords: Artificial Intelligence, Educators-in-training, Simulation-based training, Sustainable systems change
Acknowledgments I extend my heartfelt gratitude to my colleagues and peers and the supportive community that made this research possible. Our collaborative efforts reflect a unified vision for the future of education, one that embraces the challenges and opportunities presented by the digital age.
Disclosure statement No conflict of interest pertains to the research presented above.
2E+I+U=T As a member of the conference committee Touro Shines, it is my pleasure to share our Call for Proposals for the 1st Annual Touro University Graduate School of Education Conference 2024.
Dr. Jasmin Cowin, Associate Professor, Touro University
When: Tuesday, June 18, 2024 9-3
Where: Touro University Cross River Campus, 3 Times Square, New York, NY 10036
Who: GSE faculty, candidates, alumni; Touro University faculty, candidates and alumni; school partners
Our theme this year is “GSE Shines! Excellence and Equity, combined with Innovation and implemented by You leads to Transformation.” We, as educators, need to take a fresh look at how we diversify our teaching methods to suit the needs of various populations, as well as uplift the voices of those educators and scholars not often heard as leaders in their fields. This is an interactive learning conference for Touro University faculty, degree candidates, alumni, school partners, and community stakeholders. Interactive and poster sessions will explore transformative practices, technologies, and mindsets that make space for proactive agility in meeting the challenges of an ever-changing world. We envision a space for networking and the free and respectful exchange of ideas.
By creating a lived space where all voices are valued, the GSE Shines Conference embodies GSE’s mission to prepare a diverse cadre of highly qualified teachers, leaders, knowledge developers, and disseminators, in keeping with the Judaic commitment to social justice, intellectual pursuit, and service to humanity. The Details: Call for Proposals for the 1st Annual Touro University Graduate School of Education Conference Submit by March 5th, 2024 Access the proposal form:
Cowin, J., (Touro GSE), Oberer, B., & Leon, C. (2023). A Brave New World: AI as a Nascent Regime? Journal of Systemics, Cybernetics and Informatics, 21(4), 58-66. https://doi.org/10.54808/JSCI.21.04.58
I ate civilization.
Aldous Huxley, Brave New World, 1932, p. 165
Introduction by Dr. Jasmin (Bey) Cowin
In my role as the lead author of ” A Brave New World: AI as a Nascent Regime?” I explored the parallels between Aldous Huxley’s 1932 masterpiece, “Brave New World,” and the contemporary advancements in Artificial Intelligence (AI). I found myself deeply engaged with themes of predestination, emotional regulation, and societal control forecasting a dystopian AI-driven society. By using “Brave New World” as a metaphorical frame, I emphasize the importance of critically assessing the role of AI in shaping human society while providing a structured logical argument, the Logic Model for AI Governance and Ethical Oversight (AI-GEO model) about the evolving role of AI in governance and the corresponding need for ethical oversight.
My metaphorical approach provided a compelling backdrop for many transdisciplinary discussions with Prof. Birgit Oberer and Cristo Leon on the challenges and responsibilities associated with technological advancement, emphasizing the importance of maintaining human autonomy and diversity in the face of rapid AI development. Huxley’s depiction of a future where human roles are predetermined and emotions are meticulously regulated mirrors the potential implications of AI in our era. As Huxley states, “We also predestine and condition. We decant our babies as socialized human beings, as Alphas or Epsilons, as future sewage workers or future…” (Huxley, 1932, p. 11). This notion of a controlled destiny becomes increasingly pertinent as AI algorithms begin to dictate career paths, social interactions, and even ethical decisions.
The rise of AI-driven technologies such as deep learning and predictive analytics underscores the collective authors collective concern. For example, AI algorithms in recruitment software can predetermine an individual’s career trajectory, echoing Huxley’s categorization of individuals into Alphas or Epsilons. Similarly, AI in social media algorithms shapes our perceptions and interactions, subtly conditioning our responses in ways that Huxley might have anticipated. While AI offers opportunities for advancement, it also poses risks similar to those in Huxley’s world: the erosion of individuality and the emergence of a controlled society. Our challenge is to navigate such technological progression while adhering to ethical standards that safeguard individual autonomy and societal diversity, particularly from a systems perspective. We argue that the transformative potential of AI must be balanced with a conscientious approach to ethics and governance. AI’s ability to influence human behavior and societal norms raises significant questions about the preservation of human authenticity and diversity. It is crucial to critically evaluate the impact of AI on our social ethos, logos, and pathos and to ensure that its deployment enhances, rather than diminishes, the human experience.
Facit: A Brave New World: AI as a Nascent Regime? serves as a reflection on humanity’s role in an age of automation and as a call to action for responsible AI use. It is an exploration of the balance between technological advancement and the preservation of the core values that define our humanity.
Transdisciplinary dialogues are essential in ensuring that AI serves as a tool for enriching human experiences without compromising the nuances that define our identity and autonomy.
The authors gratefully acknowledge the insightful support by the Guest Editors: Nagib CALLAOS, Jeremy HORNE and Michael SAVOIE from WMSCI/IMCIC 2023
Dr. J's Education Blog 