With the rapid development of advanced technologies, such as artificial intelligence and deep learning, educational informatization has entered a new era. However, the explosion of information has brought numerous challenges. Knowledge graphs, as a crucial component of artificial intelligence, can contribute to the quality of teaching. This study proposes an educational knowledge graph based on course information named CourseKG for precision teaching. Precision teaching seeks to individualize the curriculum for each learner and optimize learning efficiency. CourseKG aims to establish a correct and comprehensive curriculum knowledge system and promote personalized learning paths. CourseKG can address the issue that current general-purpose knowledge graphs are not suitable for the education field. Particularly, this study proposes a framework for educational entity recognition based on the pre-trained BERT model. This framework captures relevant information in the educational domain using the BERT model and combines it with the BiGRU and multi-head self-attention mechanism to extract multi-scale and multi-level global dependency relationships. In addition, the CRF is used for character-label decoding. Further, a relationship extraction method based on the BERT model, which integrates sentence features and educational entities and estimates the similarity between knowledge pairs using cosine similarity, is proposed. The proposed CourseKG is verified by experiments using real-world C programming course data. The experimental results demonstrate the effectiveness of CourseKG. Finally, the results show that the proposed CourseKG can significantly enhance the precision teaching quality and realize multi-directional adaptation among teachers, courses, and students.

Accurate modeling of learners’ evolving cognitive states is essential for intelligent educational systems, yet many existing knowledge tracing and graph-based approaches rely on static structures or purely sequential representations that inadequately capture dynamic structural changes in learning processes. This study proposes a Learner Cognitive Graph (LCG) framework that integrates dynamic heterogeneous graph modeling, structured behavioral data acquisition, and reinforcement learning-based intervention optimization. A Dynamic Cognition Graph (DCG) is formally defined as a sequence of temporally evolving graph snapshots representing interactions among learners, knowledge concepts, and exercises. A reverse Turing test-based agent with structured prompting is introduced to collect reasoning-oriented behavioral evidence, improving data reliability for cognitive modeling. Temporal message passing, multi-scale memory updating, and self-supervised learning objectives are employed to construct dynamic cognitive representations. Personalized intervention is formulated as a Markov decision process to optimize long-term learning outcomes. Experiments conducted on real-world and simulated educational datasets demonstrate improved knowledge mastery prediction accuracy, cognitive state transition modeling, and intervention efficiency compared with representative baselines. The proposed framework provides a systematic and scalable approach for dynamic cognitive modeling and adaptive educational support.

With the advancement of artificial intelligence and the Internet of Things, the demand for deploying neural networks on embedded devices is steadily increasing. Field Programmable Gate Arrays (FPGAs) are an optimal solution for this challenge due to their low power consumption, low latency, and programmability, which has garnered significant attention in the industry. This paper proposes a hardware accelerator architecture that leverages both the Processing System (PS) and Programmable Logic (PL) sides in parallel, based on the ZYNQ-7000 series System on Chip (SoC), and demonstrates its superior performance through the deployment of multiple convolutional models.