The evolution of artificial intelligence (AI) and robotics in education has transitioned from automation toward emotionally responsive learning systems through artificial emotional intelligence (AEI). While AI-driven robotics has enhanced instructional automation, AEI introduces an affective dimension by recognizing and responding to human emotions. This study examines the role of AEI-powered robotics in fostering student engagement, cognitive development, and social-emotional learning (SEL) across early childhood, K-12, and higher education. Constructivist and experiential learning theories provide a foundation for integrating emotionally intelligent robotics into interdisciplinary and transdisciplinary STEAM education. Findings indicate that AEI enhances motivation, problem-solving, and collaboration by creating adaptive learning environments that respond to student affective states. However, challenges such as data privacy, inaccuracies in emotion recognition, and access to robotics must be addressed to ensure ethical implementation. The study advocates for further interdisciplinary research, professional growth, and infrastructure investment to optimize AEI-powered robotics in education. The study also emphasizes prioritizing emotionally intelligent interactions for AEI-driven robotics that represents a shift toward human-centered, AI applications for supporting personalized learning and holistic student development. Future directions include refining affective computing models and fostering ethical AI and AEI frameworks to ensure responsible and effective implementation in early childhood through higher educational settings.

From early childhood settings to higher education, makerspaces provide opportunities for learners of all ages and backgrounds to engage in hands-on learning for designing and creating to solve problems. This study explores the advent of the makerspace movement and the benefits and future implications for Science, Technology, Engineering, Art, and Mathematics (STEAM) learning for interweaving makers philosophy. As our global society nears the close of the first quarter of the twenty-first century, the skills developed, refined, and improved through makers learning readies all learners with twenty-second century preparedness. The makerspace movement is innately centered on constructivism. Constructivism provides learners with both social discourse and the transmission of experiential knowledge for constructing understanding. This study examines the effect of constructivism and the roles of communicating and collaborating during makers discovery for motivating students and makerspace influence on social skills development. The prosocial benefits of makerspaces also serve as catalysts for inspiring personalized learning and group learning dynamics between cooperating students. Moreover, makerspaces incorporate elements of computing, engineering, and the arts in the aesthetics of student work products. When students design and construct, they employ critical-thinking skills for creating original works of art and science. The development of critical-thinking skills and creativity in learners are life skills students employ throughout a lifetime of learning. This study explores a spectrum of makerspace tools, ranging from cardboard and Legos to laser cutters and CNC machines for use by learners in early childhood centers through university settings. This study also provides recommendations for future makerspace utilization as both a course offering for students as well as strategies for embedding makers philosophy through interdisciplinary and transdisciplinary teaching and learning athwart a spectrum of STEAM and content areas.

Artificial Intelligence (AI) is central to China's strategic vision for technological advancement and global competitiveness. Guided by ambitious national policies, notably the “New Generation Artificial Intelligence Development Plan,” China seeks to transform key sectors such as healthcare, education, finance, transportation, and manufacturing through extensive AI applications. Universities across China actively integrate AI into curricula, fostering research-driven learning environments, and engage in collaborative projects with industry leaders such as Baidu, Alibaba, Tencent, and Huawei. These collaborations ensure graduates acquire practical, industry-relevant competencies. While challenges such as talent shortages, data privacy concerns, and resource disparities remain, China is actively working to address these issues. This overview provides a foundation for further exploration of China's approach to leveraging AI as a cornerstone of its global technological leadership.

The process of perceiving music involves the transference of environmental physics in the air to anatomical and physiological interpretations of resonance in the body and psychological perceptions in the brain. These processes and musical interpretations are the basis of physical and cognitive science, neurophysiology, psychoacoustics, and cultural psychology. The intersection of interdisciplinary and transdisciplinary curricular offerings forms the basis of STEM (Science, Technology, Engineering, and Mathematics). In this study, the researcher explores the synergy of music in STEM for formulating and affording authentic STEAM programmatic offerings for learners. The blending of the art of music within STEM provides opportunities for teachers and students to address and connect content through creative, innovative approaches for deeper, meaningful learning. Threading the art of music within STEM affords discovery-learning opportunities that facilitate both critical thinking and social, emotional learning skills development in students. This study provides perspective in terms of developing curricular offerings for students that blend physical and cognitive science with the art of sound. The researcher provides authentic curricular exemplars regarding the synergy of music in STEM and concludes by offering recommendations for designing and implementing expressive curricular programmatic offerings for students from early childhood settings through higher education.

This study examines the philosophical constructs of Science, Technology, Engineering, Art, and Mathematics (STEAM) curricula entwined with self-regulation and mindfulness to afford students holistic learning. STEAM education is often presented as STEM, resulting in the loss of blended arts integration. The researchers present rationale for including the arts to provide students with interdisciplinary and transdisciplinary curricula that promotes increased creativity and emotive connections to learning. Blending of the arts in STEAM provides students with a greater depth and breadth of critical-thinking, creative-thinking, and social-emotional connections to content. The social capital and emotive connections students construct in STEAM learning present educators with opportunities to entwine mindfulness practices to empower students to develop confidence and competence in their STEAM abilities. Entwining STEAM, self-regulation, and mindfulness provides both a canvas and laboratory of aesthetic, holistic learning of the mind and spirit. The researchers provide instructional and clinical professional practices as well as recommendations for STEAM as a construct for not only providing opportunities for students to engage in cognitive progression, but also to assist learners in developing social, emotional, and behavioral skills for lifelong regulatory and mindfulness learning.

Parental involvement generally occurs in elementary school and begins to diminish in middle school. Enlisting parental involvement in high school science is particularly challenging given parents tend to lack their own competencies in terms of scientific knowledge while simultaneously beginning to afford students increased independence. Research was conducted for employing active, meaningful constructivist-grounded parental involvement in high school science. Students participated in constructivist science learning activities with parents that utilized a facet of involvement strategies and socially supportive practices. Parents actively participated and communicated with students during science investigations via collaborative inquiry-based activities, self-assessments, and dialogue journaling. Parents and students participated in interviews, surveys, and questionnaires, as well as maintained dialogue journals for identifying themes. Triangulation of data identified the most effective strategies for involving parents in science learning and the impact of involvement on the development of student scientific inquiry and scientific literacy skills. Data indicated an increase in the development of scientific inquiry and scientific literacy skills in both parents and students, as well as student social, emotional achievement.