PurposeThe purpose of this study was to analyze importance of artificial intelligence (AI) in education and its emphasis on assessment and adversity quotient (AQ).Design/methodology/approachThe study utilizes a systematic literature review of over 141 journal papers and psychometric tests to evaluate AQ. Thematic analysis of quantitative and qualitative studies explores domains of AI in education.FindingsResults suggest that assessing the AQ of students with the help of AI techniques is necessary. Education is a vital tool to develop and improve natural intelligence, and this survey presents the discourse use of AI techniques and behavioral strategies in the education sector of the recent era. The study proposes a conceptual framework of AQ with the help of assessment style for higher education undergraduates.Originality/valueResearch on AQ evaluation in the Indian context is still emerging, presenting a potential avenue for future research. Investigating the relationship between AQ and academic performance among Indian students is a crucial area of research. This can provide insights into the role of AQ in academic motivation, persistence and success in different academic disciplines and levels of education. AQ evaluation offers valuable insights into how individuals deal with and overcome challenges. The findings of this study have implications for higher education institutions to prepare for future challenges and better equip students with necessary skills for success. The papers reviewed related to AI for education opens research opportunities in the field of psychometrics, educational assessment and the evaluation of AQ.

Students with greater propensity for intelligence go on to complete more education, or a longer education increases intelligence. We meta-analyzed three categories of quasiexperimental studies of educational effects on intelligence: those estimating education-intelligence associations after controlling for earlier intelligence, those using compulsory schooling policy changes as instrumental variables, and those using regression-discontinuity designs on school-entry age cutoffs. Across 142 effect sizes from 42 data sets involving over 600,000 participants, we found consistent evidence for beneficial effects of education on cognitive abilities of approximately 1 to 5 IQ points for an additional year of education. Moderator analyses indicated that the effects persisted across the life span and were present on all broad categories of cognitive ability studied. Education appears to be the most consistent, robust, and durable method yet to be identified for raising intelligence. Keywords: intelligence, education, meta-analysis, quasiexperimental, open data There is considerable interest in environmental factors that might improve the cognitive skills measured by intelligence tests, and for good reason: These skills are linked not just to higher educational attainment but to superior performance at work ( Kuncel & Hezlett, 2010 ; Schmidt, Oh, & Shaffer, 2016 ), better physical and mental health ( Gale et al., 2012 ; Wrulich et al., 2014 ), and greater longevity ( Calvin et al., 2017 ). The current meta-analysis focused on a potential intelligence-boosting factor that is routinely experienced by children and young adults throughout the world: education. We addressed the question of whether increases in normal-range educational duration after early childhood have positive effects on a student’s later intelligence. On its face, the positive correlation between intelligence test scores and years of completed education ( Strenze, 2007 ) might suggest that the experience of pro

<h4>Background and aims</h4>Individuals with Down syndrome (DS) exhibit deficits in postural control (PC) and gait. Dual-task (DT) paradigms, which involve performing concurrent cognitive or motor tasks, may exacerbate these deficits or, conversely, serve as effective interventions.<h4>Objective</h4>This systematic review synthesizes evidence on how DT conditions affect PC and gait in individuals with DS, examining both acute effects and long-term training outcomes.<h4>Methods</h4>PubMed, Web of Science, and Scopus were searched from inception to February 2025. Included studies examined DT effects on PC or gait in DS populations. Risk of bias was assessed using ROBINS-I (non-randomized studies; non-RCTs) and RoB-2 (randomized controlled trials; RCTs). Due to heterogeneity in the outcome measures, a narrative synthesis following SWiM guidelines was conducted.<h4>Results</h4>Ten studies [363 participants; mean age 13.66 ± 2.53 years; eight non-RCTs (including six with control groups) and two RCTs] met inclusion criteria. Eight studies examining acute DT effects demonstrated that concurrent cognitive or motor tasks significantly impaired gait parameters (reduced velocity, increased step time, prolonged double support phase) and increased postural sway in individuals with DS compared to single-task conditions. These deficits were observed across various DT paradigms, including counting, word generation, and object manipulation. Conversely, two long-term DT intervention studies (8 weeks) reported significant improvements in dynamic balance, functional independence, and DT performance. IQ scores, reported in six studies (mean range: 26.97-66.60), correlated positively with gait speed and step length. Risk of bias was moderate in seven studies, low in two, and raised some concerns in one.<h4>Conclusion</h4>Acute DT conditions compromise PC and gait in individuals with DS, reflecting attention resource limitations. However, preliminary evidence suggests that DT training may improve long-term functional outcomes. Longitudinal, high-quality RCTs with standardized protocols and comprehensive cognitive assessment are urgently needed to establish evidence-based DT interventions for this population and determine whether initial improvements are sustained over time.<h4>Systematic review registration</h4>https://www.crd.york.ac.uk/PROSPERO/view/CRD42023483849, CRD42023483849.

Motor impairments, common in children with Autism Spectrum Disorder (ASD), significantly affect their developmental trajectories, impacting balance, coordination, and gait. Traditional interventions often fail to address the interconnected motor, cognitive, and sensory challenges in ASD. This narrative review explores the efficacy of integrated dual-task gait and balance training combined with sensory-motor interventions, emphasizing their potential to enhance functional outcomes in children with ASD. Following the Scale for the Assessment of Narrative Review Articles (SANRA) and Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) frameworks, a comprehensive literature search was conducted on PubMed, ScienceDirect, and Google Scholar from 2010 to June 2025. The keywords with Boolean operators consisted of "autism spectrum disorder", AND "dual-task training", AND "sensory motor integration", AND "gait training", OR "balance training", OR "motor coordination". The studies reported that integrated dual-task and sensory-motor interventions significantly improve motor proficiency, postural control, and dynamic balance, with measurable gains in standardized assessments. Technology-enhanced modalities, including virtual reality and wearable sensors, enhance engagement and enable personalized progression, fostering neuroplasticity and functional transfer to daily activities. Benefits extend to attention regulation and executive function, supported by neuroimaging evidence of enhanced prefrontal cortical activation. However, challenges include therapist training, resource limitations, and insurance barriers, necessitating innovative solutions like scalable technology and telehealth. Future research should prioritize large-scale trials, standardized measures, and long-term follow-up to optimize protocols and support widespread clinical adoption.

<h4>Introduction</h4>The rugby pedagogy approach in the concept of System Thinking can be seen as multifaceted elements that interact together interconnected by a red thread of neuromotor-psycho-physical and cognitive aspects. The ecological dynamic approach can build the athlete/player's behavior and learning by inducing adaptive and self-organized systems resulting from lived experiences. The study aims to evaluate if an ecological and reflective approach applied to rugby pedagogy can enhance the coordination, the metabolic condition, can decrease the general fatigue and can help in managing the executive functions. Furthermore, the interrelationship between the coordination and metabolic condition, the coordination and the executive functions, the coordination and general fatigue were investigated.<h4>Methods</h4>Forty boys U14 rugby players aged 12 to 14 years were enrolled for the study. Twenty boys were enrolled in ecological dynamic training (EXP), and twenty boys followed a traditional training (CON). The players' neuro-motor-psycho-physical and cognitive competences were investigated using KTK test, Yo-Yo IR1 test, Attention and Concentration test, Flanker task and their workload was measured with NASA-TLX.<h4>Results</h4>The EXP group increased neuromotor, cognitive and perceptive capacities compared to CON group. No differences between groups were found in physiological aspects.<h4>Discussions</h4>Through a counterfactual thought experiment, it was highlighted how the integration between the Ecological-Dynamic approach and the Relational Constructivist approach is essential for their real effectiveness in rugby pedagogy. Rugby pedagogy is a structural prerequisite for addressing contemporary ethical, health, and environmental challenges to educate for Embodied Awareness through Contemporary Learning.

on-the-job performance. Ability may be increased through training. ABILITY-TO-PAY THEORY OF TAXATION … number can be uniquely expressed as the sum of powers ol l. Thus, any number can be represented … unknown source can be read directly from the galvanometer scale. Bolometers can be extremely