Human beings are social by nature, and the poverty or lack of social interactions carries significant consequences with loneliness being a concern in a close relation to these interactions. In this sense, social disconnection due to several forms of discrimination has also been a concern, particularly in the context of two related phenomena: geographical distance and social discrimination, there are multiple examples throughout history. For instance, insightful evidence provided by early voyagers emphasizes the need for inclusion. In opposition, the modern society characterized by the wide use of technology has paradoxically allowed social disconnection through the problematic use of technological devices in several contexts, especially in the case of young users. Societies are complex systems in constant change. The dynamics among various elements of society should be the object of constant reflection to keep the balance and solve every social problem as soon as it appears. The potential of technology makes it a very powerful tool for both connection and disconnection. Therefore, it constitutes a priority to focus on the importance of keeping the balance in its usage.

This study presents a systematic review of scientific articles with the aim of analyzing the effect of VR/AR on self-regulated learning. For article selection, five databases were used: JSTOR, ERIC, IEEE, Scopus, and Web of Science from the last 10 years, and the PRISMA protocol was applied. The results reveal the optimal role of immersive technology in self-regulated learning processes at the level it is applied. From 2012 to 2021, the frequency of publications has increased, especially in fields of knowledge such as medicine, computer science, and education in third place. The common theme in these areas lies in the academic aspect, particularly in fields such as cognitive load, school versus home, student frustration, academic performance, motivation - self-efficacy in self-regulated learning, and procedure transfer. Based on these findings, the article proposes future research directions.

This paper assesses Artificial Intelligences in the development of psychological profiles where it has prospects in clinical examination, therapy of mental disorders, and description of behavior. Yet, in the adoption of AI in the field of psychology, there are corresponding challenges to it. Issues include ethical questions in, data protection, and the transparency of the created models. This paper lays down these issues, the advantages and efficiency of employing AI solutions in profiling psychology, and possible recommendations for the further studies and research that could overcome current deficiencies. The literature review and systematic study, shows the author’s goal as to clarify the current trends and possible development of AI in psychological profiling, focusing on possible interdisciplinary cooperation and the importance of ethical regulation for achieving the best result.

Military students are often believed to possess different traits compared to civilian students, e.g., discipline and motivation. Yet, to implement a technology-enhanced learning environment, stakeholders must first address the complexity of student learning in military higher education institutions. Through a mixed-methods approach, we used latent profile analysis of MSLQ scores, complemented by a comprehensive study of academic programs and faculty interviews, to reveal that heterogeneity among military students is not significantly different from that of civilian students. We identified four distinct groups: (1) highly motivated students with strong self-efficacy and learning strategies, (2) students with low self-efficacy and high anxiety, (3) moderately motivated students, and (4) students with inconsistent learning profiles. Our analysis revealed that while the current pedagogical structure aims to balance theoretical, practical, and autonomous learning, it may not effectively meet the needs of all student profiles. However, LMS platforms, military simulators, and other digital tools can serve not only as instructional resources but also as potential catalysts for truly personalized and adaptive military education. Effective military pedagogy in the 21st century must recognize and address the diversity of learning profiles. This includes strengthening self-regulation and cognitive strategies through tailored technological interventions, optimizing digitally enriched hands-on activities, and increasing teacher awareness of motivational and emotional factors. This research offers a concrete roadmap for optimizing military training, positioning technology as a key driver of pedagogical transformation to better prepare future military leaders for the challenges of an ever-evolving world.