Just one hundred corporations are behind a fifth of the documented extractive conflicts worldwide, exposing how companies from the Global North seize resources and profits, while social and ecological harms are imposed on the Global South, according to a recent study by Institute of Environmental Science and Technology at the Universitat Autònoma de Barcelona (ICTA-UAB).

Cultivating talents in robotics requires the integration of multiple disciplines, including mechanical engineering, electronics, computer science, and control engineering. The rapid expansion of the robotics industry in recent years has highlighted a significant talent gap and compelled universities to raise the standards of talent development in this field. This research examines the distinctive features of talent cultivation in robotics, draws on the practices of Wuhan University’s intelligent robotics program, and incorporates the concept of digital-intelligent education to propose an innovative talent cultivation framework termed system reconstruction and a fourfold integration education. This research emphasises the importance of digital-intelligent interdisciplinarity and reports on the establishment of a progressive and comprehensive professional curriculum system. It also presents a supporting model that includes research-activated education, industry-driven education, competition-enhanced education, and interdisciplinary education, thereby creating a project-driven innovation practice platform and talent cultivation mechanism. Guided by systematic reconstruction and a fourfold integration education mechanism, the digital-intelligent interdisciplinary curriculum and project-driven practice platform have significantly improved students’ professional knowledge, innovative ability, and sense of social responsibility. This mechanism has not only improved the quality of talent cultivation in intelligent robotics but has also increased the impact of academic competitions and garnered widespread acclaim from peers.

Empowered by the rapid advancement of digital technologies, including Big Data, artificial intelligence (AI), and virtual reality, human society has transformed from the era of information to the era of digital intelligence. Unlike previous social formations, the digital-intelligent society has disrupted many long-held consensus norms and introduced numerous difficult challenges. To cultivate adaptive talents with general literacy of digital intelligence and specific professional competences, psychology, as one of the foundations of social sciences, must launch a revolution in future-oriented education. In higher education, the two principal components, defined by their nature and objective, are knowledge-oriented and research-oriented teaching. The former is designed to provide an introduction to the fundamental principles and basic knowledge of psychology for freshmen and sophomores, while the latter is intended to equip junior and senior undergraduates with the skills necessary for conducting scientific research. First, it is both possible and necessary to integrate AI throughout the processes of knowledge-oriented teaching. In this article, we propose a “loop model” to demonstrate the applications of AI in the knowledge-oriented phase. Furthermore, to provide a reference criterion for nurturing innovative and research-oriented students, we present a theoretical framework of “chimeric research” to provide a comprehensive overview of psychology research in the era of AI. In conclusion, psychology education needs to be aligned with the demands of modern society and embrace digital intelligence in both knowledge- and research-oriented teaching phases.

Scientists have mapped the neural mechanisms that allow organisms to generalize learning from past experiences to new situations. The comprehensive review traces these pathways from hippocampus to cortex across rodents, primates, and humans, offering new insights into how different brain regions cooperate to create flexible thinking.