Sara Khosravi

Sara Khosravi, Burak Demirel, Linghui Zhou et al.

Adopting artificial intelligence (AI) in radio access networks (RANs) presents several challenges, including limited availability of link-level measurements (e.g., CQI reports), stringent real-time processing constraints (e.g., sub-1 ms per TTI), and network heterogeneity (different spectrum bands, cell types, and vendor equipment). A critical yet often overlooked barrier lies in the computational and memory limitations of RAN baseband hardware, particularly in legacy 4th Generation (4G) systems, which typically lack on-chip neural accelerators. As a result, only lightweight AI models (under 1 Mb and sub-100~μs inference time) can be effectively deployed, limiting both their performance and applicability. However, achieving strong generalization across diverse network conditions often requires large-scale models with substantial resource demands. To address this trade-off, this paper investigates policy distillation in the context of a reinforcement learning-based link adaptation task. We explore two strategies: single-policy distillation, where a scenario-agnostic teacher model is compressed into one generalized student model; and multi-policy distillation, where multiple scenario-specific teachers are consolidated into a single generalist student. Experimental evaluations in a high-fidelity, 5th Generation (5G)-compliant simulator demonstrate that both strategies produce compact student models that preserve the teachers' generalization capabilities while complying with the computational and memory limitations of existing RAN hardware.

Srijit Seal, Dinh Long Huynh, Moudather Chelbi et al.

Artificial intelligence (AI) agents are emerging as transformative tools in drug discovery, with the ability to autonomously reason, act, and learn through complicated research workflows. Building on large language models (LLMs) coupled with perception, computation, action, and memory tools, these agentic AI systems could integrate diverse biomedical data, execute tasks, carry out experiments via robotic platforms, and iteratively refine hypotheses in closed loops. We provide a conceptual and technical overview of agentic AI architectures, ranging from ReAct and Reflection to Supervisor and Swarm systems, and illustrate their applications across key stages of drug discovery, including literature synthesis, toxicity prediction, automated protocol generation, small-molecule synthesis, drug repurposing, and end-to-end decision-making. To our knowledge, this represents the first comprehensive work to present real-world implementations and quantifiable impacts of agentic AI systems deployed in operational drug discovery settings. Early implementations demonstrate substantial gains in speed, reproducibility, and scalability, compressing workflows that once took months into hours while maintaining scientific traceability. We discuss the current challenges related to data heterogeneity, system reliability, privacy, and benchmarking, and outline future directions towards technology in support of science and translation.

Sara Khosravi, Stuart G. Bailey, Hadi Parvizi et al.

Wearable technologies have traditionally been used to measure and monitor vital human signs for well-being and healthcare applications. However, there is a growing interest in using and deploying these technologies to facilitate teaching and learning, particularly in a higher education environment. The aim of this paper is therefore to systematically review the range of wearable devices that have been used for enhancing the teaching and delivery of engineering curricula in higher education. Moreover, we compare the advantages and disadvantages of these devices according to the location in which they are worn on the human body. According to our survey, wearable devices for enhanced learning have mainly been worn on the head (e.g. eyeglasses), wrist (e.g. watches) and chest (e.g. electrocardiogram patch). In fact, among those locations, head-worn devices enable better student engagement with the learning materials, improved student attention as well as higher spatial and visual awareness. We identify the research questions and discuss the research inclusion and exclusion criteria to present the challenges faced by researchers in implementing learning technologies for enhanced engineering education. Furthermore, we provide recommendations on using wearable devices to improve the teaching and learning of engineering courses in higher education.