The Romanized Popular Alphabet (RPA) has been the primary writing system for the global Hmong diaspora since the 1950s, but today native Hmong speakers and language experts in the United States increasingly question its suitability for the contemporary Hmong-American community. Although there have been prior efforts to reform the Hmong RPA writing system, very little documentation exists of these initiatives or the evolving views of the Hmong over time. To address this gap, this study interviewed fifteen native Hmong language experts to gather their perspectives on the current status of the Hmong RPA writing system and whether changes are needed to better serve the Hmong-American community. Results found that a few participants preferred to preserve the existing structure of the RPA, while the majority of the participants advocated for reform, expressing a desire to simplify clusters, align consonant representations more closely with English, use diacritics to mark tone and aspiration, and work toward dialectal unification. These findings highlight the tension for the Hmong people between preserving cultural identity as a stateless diasporic minority and adapting to changing linguistic environments in order to maintain and transmit their language.

Nigeria’s educational system faces significant challenges in delivering inclusive learning, particularly due to language barriers and infrastructural limitations. Most classrooms operate in English, despite the country’s rich linguistic diversity and existing policies that support mother-tongue instruction. This mismatch often leads to confusion, reduced engagement, and poor academic performance, especially among students from rural or indigenous communities. This research investigates how artificial intelligence (AI), particularly large language models (LLMs) and speech technologies, can help bridge the gap between Nigeria’s multilingual realities and its English-dominated education system. Drawing on literature, government policy updates, and real-world AI applications, the study explores how tools like personalized language support, adaptive content delivery, and real-time translation can foster inclusive and culturally responsive learning. However, the research also identifies major obstacles to implementation: poor broadband penetration, lack of digital literacy, limited teacher training, and the absence of localized language datasets. These challenges prevent widespread access to AI-powered educational tools, especially in underserved areas. The study uses both Nigerian and international case studies (including India and Singapore) to highlight models for scalable AI integration in multilingual settings. It proposes targeted solutions such as government-funded internet access in schools and the development of indigenous-language AI models to meet local needs. Ultimately, this research argues that AI holds real potential to promote equitable education in Nigeria, but only if supported by strategic investment in digital infrastructure and culturally relevant innovation.

The Hmong people are among many ethnic groups who are at risk of losing their heritage language as they increasingly adopt the language of their host country. Research suggests that most second- and third-generation Hmong children are more likely to speak English to their parents and family members. McLit: Marathon County Literacy Council, Inc. (2020) predicts that by the end of the twenty-first century, the Hmong language will completely disappear. The purpose of this study was to examine members of the Hmong community’s perceptions about the Hmong language and factors that contribute to the language shift. Data used for this research included 151 community members (87 males, 64 females), ages ranged from 18 to 79 (mean 51.57, SD 14.34), who participated in 33 focus groups at a public event sponsored by the Hmong RPA Writing System Project in January 2025; and 11 interviews were conducted with Hmong community linguist experts who have studied and contributed to the Hmong RPA writing system. Results indicated that 71 percent of community members believed the Hmong language is either threatened or endangered, where some adults in the Hmong community are Hmong speakers, but the language is not spoken by children. They believed the major contributing factors to this language shift were the lack of exposure, the inaccessibility of Hmong library materials, and the limited availability of research literature on the Hmong Language. There will be future research recommendations included in the discussion section.

The rise in generative artificial intelligence (AI) usage amongst students across universities has posed significant challenges and questions regarding institutional response and developing policies to ensure ethical application. Investigating how public and private universities in Ohio respond to the expanding integration of AI through curriculum offerings and policy development is significant in examining the gap between AI adoption and institutional policy response. Through analysis, research reveals a widespread lack of transparent, explicit, and enforceable AI policies for students despite high AI usage levels among the university population and the development of AI curricula and programs. While both sectors show policy gaps, private institutions lag further behind in formalizing AI governance. However, public universities have nearly 100,000 undergraduate and graduate students as of Fall 2023, roughly 33 percent of the total student population enrolled at an Ohio public university, without a university-wide AI policy. The research draws upon document and guideline examination of institutional websites, university policy catalogs, and curricular offerings regarding AI across a sample size of all public and private universities in Ohio. Proactive, transparent policy creation is essential to govern AI usage and ensure student accountability and institutional receptivity to rapidly evolving technological advancements within society. These gaps have implications for academic integrity, equity, instructional procedures, and future policymaking as universities navigate the expanding role of AI in instructional environments. The findings uncover a growing disconnection between developing technological transformation and institutional governance, illustrating an urgent need for universities to establish frameworks and policies about ethical AI usage.