Worldwide, cervical cancer is a major public health concern, and early detection is essential for successful management and treatment. Ensemble machine learning (ML) has emerged as a promising approach for improving the accuracy and reliability of cervical cancer diagnosis systems. This study evaluated the performance of various ensemble ML models for cervical cancer diagnosis using a large dataset of cervical cell images. The performance of different ensemble models was compared, including random forest (RF), gradient boosting (GB), and stacking, with conventional ML models, such as logistic regression and support vector machine (SVM). The bagging ensemble model developed reported training of 0.991667, 0.827586, 1.0, and 0.90566 for accuracy, precision, recall, and F-measure (F1-score), respectively. Furthermore, the interpretability of ensemble models was investigated using feature importance and partial dependence plots. The interpretability analysis revealed that ensemble models can provide valuable insights into the key features and factors that contribute to cervical cancer diagnosis. In conclusion, the findings suggest that ensemble ML is a promising approach for developing accurate and reliable cervical cancer diagnosis systems and improving the interpretability of these models.

Middle school is a key window for building core academic skills and the learning routines students carry into later grades, yet many students still fall behind because help is often limited and comes too late, after they have already been stuck for a while. Learning Management Systems (LMSs) are now standard infrastructure for distributing materials, collecting work, assessing students’ tasks, and recording grades, but in most deployments they still behave more like workflow tools than instructional supports. The result is the usual bottleneck: students keep practicing through confusion, teachers triage questions, and feedback that could have corrected the misunderstanding arrives after the misconception has already hardened. To address this gap, we propose an AI-integrated LMS for middle school instruction, paired with a longitudinal study design to test whether sustained, bounded AI support changes outcomes through high school and into post-high school pathways. The proposed platform adds policy-gated AI assistance to everyday coursework, delivering formative feedback and hinting, recommending spaced review and adaptive practice based on mastery, and providing teacher-facing dashboards that summarize misconception patterns and flag sustained struggle. Because the platform is intended for minors, the design is privacy-first, using data minimization, role-based access control, age-appropriate response constraints, and auditable logs of AI interactions. Beyond short-term performance, the evaluation plan links fine-grained learning traces (attempts, revisions, help-seeking, and pacing) to institutional outcomes where feasible, so we can separate tool adoption effects from longer-run changes in learning trajectories.