When CNNs Outperform Transformers and Mambas: Revisiting Deep Architectures for Dental Caries Segmentation

Accurate identification and segmentation of dental caries in panoramic radiographs are critical for early diagnosis and effective treatment planning. Automated segmentation remains challenging due to low lesion contrast, morphological variability, and limited annotated data. In this study, we present the first comprehensive benchmarking of convolutional neural networks, vision transformers and state-space mamba architectures for automated dental caries segmentation on panoramic radiographs through a DC1000 dataset. Twelve state-of-the-art architectures, including VMUnet, MambaUNet, VMUNetv2, RMAMamba-S, TransNetR, PVTFormer, DoubleU-Net, and ResUNet++, were trained under identical configurations. Results reveal that, contrary to the growing trend toward complex attention based architectures, the CNN-based DoubleU-Net achieved the highest dice coefficient of 0.7345, mIoU of 0.5978, and precision of 0.8145, outperforming all transformer and Mamba variants. In the study, the top 3 results across all performance metrics were achieved by CNN-based architectures. Here, Mamba and transformer-based methods, despite their theoretical advantage in global context modeling, underperformed due to limited data and weaker spatial priors. These findings underscore the importance of architecture-task alignment in domain-specific medical image segmentation more than model complexity. Our code is available at: https://github.com/JunZengz/dental-caries-segmentation.

Generative AI in Education: A Study of Educators' Awareness, Sentiments, and Influencing Factors

The rapid advancement of artificial intelligence (AI) and the expanding integration of large language models (LLMs) have ignited a debate about their application in education. This study delves into university instructors' experiences and attitudes toward AI language models, filling a gap in the literature by analyzing educators' perspectives on AI's role in the classroom and its potential impacts on teaching and learning. The objective of this research is to investigate the level of awareness, overall sentiment towardsadoption, and the factors influencing these attitudes for LLMs and generative AI-based tools in higher education. Data was collected through a survey using a Likert scale, which was complemented by follow-up interviews to gain a more nuanced understanding of the instructors' viewpoints. The collected data was processed using statistical and thematic analysis techniques. Our findings reveal that educators are increasingly aware of and generally positive towards these tools. We find no correlation between teaching style and attitude toward generative AI. Finally, while CS educators show far more confidence in their technical understanding of generative AI tools and more positivity towards them than educators in other fields, they show no more confidence in their ability to detect AI-generated work.

From Guidelines to Governance: A Study of AI Policies in Education

Emerging technologies like generative AI tools, including ChatGPT, are increasingly utilized in educational settings, offering innovative approaches to learning while simultaneously posing new challenges. This study employs a survey methodology to examine the policy landscape concerning these technologies, drawing insights from 102 high school principals and higher education provosts. Our results reveal a prominent policy gap: the majority of institutions lack specialized guide-lines for the ethical deployment of AI tools such as ChatGPT. Moreover,we observed that high schools are less inclined to work on policies than higher educational institutions. Where such policies do exist, they often overlook crucial issues, including student privacy and algorithmic transparency. Administrators overwhelmingly recognize the necessity of these policies, primarily to safeguard student safety and mitigate plagiarism risks. Our findings underscore the urgent need for flexible and iterative policy frameworks in educational contexts.