Suleman Mazhar (Senior Member, IEEE) received the postdoctoral degree in information and communication engineering from Georgetown University, Washington, DC, USA, in 2015, and the Ph.D degree in information and communication engineering from Tokyo University, Tokyo, Japan, in 2010.,He loves teaching machine learning and data science and spends leisure time in software consultancy, field work, protecting endangered species in the rivers and endangered beings on the roads. He is currently a Professor with the College of Underwater Acoustic Engineering, Harbin Engineering University, Harbin, China. His research interests include acoustics and machine learning.

Dr. Wei Fang is currently a Professor and Doctoral Supervisor at the Nanjing University of Information Science and Technology in China, also with State Key Laboratory for Novel Software Technology, Nanjing University. He is a Visiting Senior Research Fellow at King's College London and Visiting Scholar at University of Florida. He is also a distinguished member of China Computer Federation, and executive committee member of Computer Application Committee of China Computer Federation. He has published 70+ papers in conferences and journals, including 50+ SCI indexed papers, obtained 17 national invention patents, and won more than 40 honors. His research interests cover Artificial Intelligence for Science, Big Data in Meteorology, Machine Learning, and Computer Vision.

Speech Title: AI Applications in Meteorological Research

Abstract: Amidst the artificialintelligence (AI) boom in the world, the latest application emerges in meteorology, where AI technology has been used to enhance the accuracy of weather forecasts, offering a more effective coping mechanism for weather disasters during a summer challenged by heat waves, heavy downpours and typhoons. The talk will provide a comprehensive overview of the latest applications of AI in meteorological research. Topics will include development history of AI applications in Meteorology, similarities and differences between AI and Meteorology, time-series prediction, and future work.

Dr. Rustam Shadiev is a Professor at the College of Education, Zhejiang University, China. He is a Fellow of the British Computer Society (BCS), a Senior Member of the Institute of Electrical and Electronics Engineers (IEEE), and a Senior Member of the Association for Computing Machinery (ACM). Dr. Shadiev's research focuses on advanced educational technologies and their applications in artificial intelligence–supported education, language learning, intercultural communication, immersive learning environments, and digital innovation in teaching and learning. His work has made significant contributions to understanding how emerging technologies can enhance learning outcomes, global competence, and cross-cultural engagement. He has published extensively in leading international SSCI journals, including Computers & Education, British Journal of Educational Technology, Journal of Computer Assisted Learning, and other highly regarded outlets in educational technology and learning sciences. His scholarly impact has been widely recognized, earning him inclusion among the Most Cited Chinese Researchers in Education for six consecutive years (2020–2025) and the Stanford/Elsevier Top 2% Scientist Rankings (2023–2026). In recognition of his academic achievements, Dr. Shadiev was awarded the title of Distinguished Professor of Jiangsu Province, China, in 2019. He serves on the editorial boards of several prestigious international journals, guest edits special issues for leading publications, and is frequently invited to deliver keynote and invited speeches at major international conferences worldwide.

Speech Title: Connecting Cultures through Technology: Mobile Learning, Virtual Reality, and Generative AI in International Education

Abstract:Advances in digital technology have expanded the possibilities for international education by enabling students from different countries to explore cultural diversity, share experiences, and participate in collaborative learning activities. This presentation examines how mobile learning, virtual reality (VR), and generative artificial intelligence (GenAI) can be combined to establish meaningful connections among learners from countries involved in the Belt and Road Initiative (BRI). Building on empirical research conducted in multicultural educational settings, it discusses how these technologies contribute to the development of learning experiences that are situated in real-world contexts, enriched through immersive exploration, and responsive to individual learning needs. The presentation first explores the educational value of mobile devices in connecting academic activities with students' immediate cultural surroundings. Through technology-supported investigations, learners document local traditions, social practices, historical sites, and aspects of everyday life, transforming their communities into valuable sources of educational content. These experiences provide opportunities to develop cultural understanding through direct observation and active engagement. The discussion then considers the role of VR in making geographically distant cultural environments accessible to international peers. By producing and exchanging immersive materials, students can introduce their own cultural settings while virtually exploring those represented by learners in other countries. Such activities provide a foundation for comparing cultural perspectives, developing intercultural awareness, and encouraging dialogue across national boundaries. A further focus concerns the contribution of GenAI to supporting learners throughout these activities. AI-based tools can assist students in developing ideas, organizing cultural information, preparing learning materials, obtaining formative feedback, and critically reflecting on their interpretations. Rather than functioning as a separate educational resource, GenAI becomes part of a broader learning process in which students progressively investigate, represent, communicate, and reconsider cultural knowledge. Its integration with mobile and immersive technologies offers opportunities to accommodate diverse learning needs while encouraging more active participation in international exchanges. Drawing these elements together, the presentation introduces a coordinated educational process that begins with local cultural exploration, continues through the development of immersive learning materials, and extends to AI-supported interpretation and collaborative knowledge construction. Students from different BRI countries contribute their own cultural experiences, engage with materials developed by international peers, and participate in discussions and joint learning activities. This approach connects individual exploration with shared inquiry, allowing learners to develop their understanding of other cultures through both technological mediation and interpersonal communication. The presentation highlights the educational possibilities and practical considerations associated with combining these technologies in international learning initiatives. It concludes by discussing pedagogical strategies for designing culturally meaningful, learner-centered, and collaborative educational experiences, with particular emphasis on strengthening intercultural understanding and preparing students to communicate and work effectively in diverse global contexts.