This study introduces an AI-based framework for stroke diagnosis that merges clinical data and curated imaging data. The system utilizes traditional machine learning and advanced deep learning techniques to tackle dataset imbalances and variability in stroke presentations. Our approach involves rigorous data preprocessing, feature engineering, and ensemble techniques to optimize the predictive performance. Comprehensive evaluations demonstrate that gradient-boosted models outperform in accuracy, while CNNs enhance stroke detection rates. Calibration and threshold optimization are utilized to align predictions with clinical requirements, ensuring diagnostic reliability. This multi-modal framework highlights the capacity of AI to accelerate stroke diagnosis and aid clinical decision making, ultimately enhancing patient outcomes in critical care.

Early detection of atrial fibrillation plays a crucial role in the timely prevention, diagnosis, and treatment of cardiovascular diseases. This paper proposes two different network architectures for automated atrial fibrillation detection. In the first architecture, a 1D CNN is used as a feature extractor and classifier. In the second hybrid architecture, a 1D CNN is used only as a feature extractor from ECG time series signals that supply a KNN with the most relevant features for further classification. Experimental results showed that the hybrid architecture achieved remarkable results and outperformed a 1D CNN.

Sa povećanom upotrebom tehnologije u nastavnom procesu, neophodno je diskutovati o etičkim pitanjima koja proizilaze iz upotrebe tehnologije. Često smo zaokupljeni prednostima i olakšicama koje upotreba tehnologije unosi, a da previdimo sve izazove koji je prate. Prvenstveno je potrebno da postanemo svjesni mogućih etičkih problema koji proizilaze iz uključenja tehnologije u nastavne procese, a sljedeći korak je da se posvetimo rješavanju i/ili izbjegavanju tih problema. Napredak tehnologije i uključenje tehnologije kao temeljnog stuba obrazovnog procesa odvija se brže nego što je razvoj pratećih aktivnosti koje bi nam omogućile da sagledamo posljedice tih dešavanja, uključujući i etičke. Pedagoška literatura nas instruira da studenti imaju posebnu korist od učenja u interakciji i kroz primjere/modele ponašanja, a mi – nastavnici – ni sami još nismo razvili sve potrebne kompetencije za suživot sa tehnologijom kao partnerom u obrazovnom procesu. Drugi problem predstavlja upućenost studenata ka modelima sa ekrana i izvorima sa interneta umjesto obrazovnih autoriteta iz vlastitog okruženja. Prednosti koje nudi upotreba tehnologije uključuju mogućnost asinhronog učenja i pristupa predavanjima i vježbama kada studentu odgovara i koliko puta odgovara; a samim tim mogućnost personaliziranog učenja. Tehnologija omogućava nastavniku potpuni uvid u aktivnosti studenata, kad i kako nešto rade. Ako govorimo o održivosti obrazovanja i obrazovanju za održivost, upravo je tehnologija ključna za efikasne metode aktivnog učenja kojima se mladi ljudi razvijaju u nosioce promjene društva. Naravno, ne smijemo previdjeti sve izazove koje upravo primjena tehnologije unosi u obrazovni proces: plagijarizam i izazov ocjene adekvatnosti izvora informacija. Studentima je dostupna ogromna količina informacija na internetu i oni ne vide šta je problem u preuzimanju tih dostupnih tekstova, a istovremeno nema dovoljno kritičkog osvrta kada je u pitanju pouzdanost izvora. Izazov je brisanje granica u komunikaciji “nastavnik – student” zbog nepoznavanja etike elektronskih komunikacija, a posebno su izazov interakcije na društvenim mrežama, uključujući i verbalno nasilje i druga neprihvatljiva ponašanja od kojih bi se iste osobe suzdržale u kontaktima lice u lice.

Technology is acting as a catalyst for the transformation towards sustainability in education and as a means of reshaping the educational experience. This transformation is part of an overall transformation in our society, and education should be dedicated to creating satisfied students able to think autonomously, take responsibility for their views, and contribute to society. Both sustainable education and education for sustainability benefit from blended learning, which facilitates participatory teaching and empowers learners. The aim of our research was to determine teachers’ and students’ (a) awareness of the development of digital platforms for teaching and learning, (b) perception of their own digital skills, (c) use and experience of Coursera, and (d) attitudes towards the content and benefits of digital platforms, such as Coursera, for teaching and learning. The analysis was carried out using a questionnaire in which we collected feedback from students and teachers at the University of Sarajevo about their awareness and preferences of the contents offered by Coursera and their readiness to use those additional learning and teaching resources. The results of this study show that there is a lack of awareness of online e-learning platforms among students, with more than half of the sample professing ignorance about these sites. The identified lack of experience and a noticeable lack of motivation could present significant repressors in the transformation of education if not addressed properly.