Understanding the current weather conditions of different countries within the African continent, along with their agricultural and development status, is crucial for establishing the novel use of AI in environmental monitoring and climate adaptation. Africa, being the second-largest continent in the world, indicates the urgency to forecast and prioritise climate-related disasters accurately, which is possible using artificial intelligence (AI). This study investigates the future of environmental monitoring and climate change adaptation in the AI age. The study employed a desktop research method, utilising credible journals and publications from verifiable sources. The findings revealed that AI has been deployed globally in sustainable forest management, conservation, and environmental monitoring, with great potential in agriculture. The study recommends skill analysis to determine the climate-specific areas to prioritise, with a reporting timeline to measure progress. 

Artificial intelligence (AI) is reshaping the landscape of educational assessment, offering opportunities to move beyond standardized examinations toward adaptive, personalized, and competency-based approaches. Globally, AI-driven assessments provide real-time feedback, enable multimodal evaluation, and foster inclusivity for learners with diverse needs (Luckin et al., 2016; Holmes et al., 2022). For Fiji and the wider Pacific, these developments hold transformative potential in addressing persistent challenges such as inequitable access, limited teacher capacity, and reliance on narrow, exam-oriented systems. At the same time, the integration of AI into assessment raises critical questions about epistemology and the future of Pacific knowledge systems. Traditional learning in Fiji and the Pacific is grounded in communal, relational, and holistic epistemologies (Nabobo-Baba, 2006; Thaman, 2003), which may be marginalized if AI-driven assessment frameworks privilege Western, data-centric approaches. This paper critically examines the dual role of AI in assessment: as a tool for advancing equity, inclusivity, and educational development, and as a disruptive force that risks exacerbating the digital divide and eroding cultural epistemologies. It argues that for AI to contribute meaningfully to educational transformation in Fiji and the Pacific, policies and practices must prioritize cultural relevance, contextual adaptation, and equity-driven implementation. By aligning AI innovations with Pacific pedagogical values and development goals, educational assessment can evolve into a more inclusive, sustainable, and culturally grounded practice in the 21st century.

The rapid advancement of artificial intelligence (AI) presents both unprecedented opportunities and complex challenges for the preservation and transmission of indigenous knowledge in Fiji and the broader Pacific region. Traditional knowledge, including oral histories, ecological practices, cultural rituals, and indigenous languages, forms the backbone of Pacific identity and resilience. However, globalization, urbanization, and environmental pressures increasingly threaten its continuity. This paper critically examines the intersection of AI and indigenous knowledge, exploring how emerging technologies can support the documentation, revitalization, and dissemination of cultural heritage while also addressing the ethical, social, and governance challenges inherent in their deployment. Through a review of contemporary literature, case studies, and regional initiatives, the study highlights the potential of AI-driven tools to enhance climate resilience, educational engagement, and intergenerational knowledge transfer. Simultaneously, it underscores critical risks, including data misappropriation, cultural misrepresentation, and the erosion of community agency, emphasizing the necessity of community-led governance frameworks. The paper concludes that ethically guided AI integration, rooted in the principles of cultural respect, digital sovereignty, and participatory collaboration, offers a transformative pathway to safeguard Pacific indigenous knowledge for future generations while harnessing the benefits of emerging technologies.

Artificial intelligence is playing an increasingly important role in college English teaching. Guided by Krashen's Input Hypothesis in second language acquisition, this study uses the large language model Doubao to adapt a news text from China Daily into listening material for the College English Test Band 4 (CET-4). The research explores audio production and vocabulary list creation for the listening material, clearly demonstrating the application of artificial intelligence in college English news listening teaching. This approach effectively addresses problems in traditional teaching such as outdated news content and difficulty in obtaining appropriately leveled materials, providing an effective path for improving teaching efficiency and quality.

Artificial intelligence (AI) is rapidly transforming the global world of work, raising fundamental questions about the future of human labour. While AI-driven automation offers significant opportunities for efficiency, innovation, and the creation of new industries, it simultaneously poses risks of large-scale job displacement, widening inequalities, and ethical challenges. This paper critically examines the dual impact of AI on human work, with particular attention to the balance between displacement and job creation, the changing nature of skills demand, and the emergence of human–AI collaboration as a new paradigm for productivity. Drawing on global debates and contextualizing them within small and developing economies such as Fiji and the Pacific, the analysis highlights both the vulnerabilities of low-skilled labour markets and the transformative potential of AI in reshaping education, healthcare, agriculture, and governance. The paper argues that the future of work will not be characterized by the complete replacement of human labour, but rather by its reconfiguration through reskilling, adaptability, and ethical governance. By proposing pathways that emphasize inclusive education, digital literacy, ethical AI frameworks, and policies that safeguard equity, this paper contributes to ongoing scholarship on ensuring that technological progress enhances human resilience rather than undermines it. Ultimately, the integration of AI into the labour market presents both risks and opportunities, and the outcomes will depend on how societies prepare, adapt, and innovate in response to this rapidly evolving technological frontier.

The rapid advancement of technology has become one of the most defining features of the twenty-first century, profoundly transforming the way individuals communicate, learn, work, and interact. While technology has brought unprecedented opportunities for innovation, efficiency, and connectivity, it has also generated a range of social challenges that question the ethical, psychological, and cultural foundations of modern life. This paper critically examines technology as a double-edged sword, an instrument of both social progress and moral disruption. It explores how technological innovations have improved access to education, healthcare, and global communication, while simultaneously contributing to social isolation, cyberbullying, addiction, misinformation, and erosion of interpersonal relationships. Drawing on sociological and psychological perspectives, the study investigates the interplay between digital dependency and the deterioration of traditional social structures, emphasizing the importance of digital literacy, ethical awareness, and responsible media use. Through a multidisciplinary lens, the paper analyses how human behaviour mediates technology’s impact, arguing that technology itself is not inherently harmful, but its misuse amplifies pre-existing social vulnerabilities. The discussion further highlights the implications of these trends for developing societies such as Fiji and other Pacific Island nations, where the digital divide and rapid modernization intersect with cultural change. Ultimately, the paper calls for a balanced approach that integrates innovation with social responsibility, urging policymakers, educators, and communities to promote ethical digital citizenship and sustainable technological engagement. In doing so, it reaffirms the need to harness technology’s transformative power for social good while mitigating its potential to deepen inequality and moral disconnection.