LumiXAI: A Modular Full-Stack Framework for Feature Attribution

Feature attribution is a central tool of model interpretability, yet the software through which it is applied remains fragmented: individual tools specialize along narrow axes, such as a single modality, a code API or a GUI, or a fixed rather than extensible method set, and rarely combine these strengths. Moreover, many explainability tools are designed primarily for domain experts, requiring programming skills or familiarity with attribution methods that can make them difficult for non-expert users to access. In this article, we present LumiXAI, a modular full-stack framework that consolidates attribution analysis into a single system. It couples classification and generative attribution with an interactive GUI supporting bidirectional exploration, a plug-in architecture for registering new models and methods, and three access tiers serving non-programmers, developers, and extenders from one backend. Its contribution is a system that operationalises established attribution methods under one interface, one interaction model, and one persistence layer, with containerised services and persistent results making analyses reproducible across machines.

Socioduality: A Relational Process Framework for Human-AI Interaction

Human-AI research often evaluates individual capabilities, joint performance, or final outputs, but these approaches can lose the interaction process that produced the result. This article introduces socioduality: a sequential, reciprocal, and history-carrying process in which one party's response becomes part of the observable conditions shaping the other party's next contribution, judgement, decision, or action. For human-AI dyads, the framework identifies moves, candidate episodes, confirmed episodes, and maximal pathways. A minimum episode A1 -> B1 -> A2 requires evidence that B1 responds to A1 and that B1 then enters the formation of A2; candidates are classified as confirmed, non-sociodual, or indeterminate. A frozen coding protocol was calibrated on three natural human-AI records using two separate model-based evaluator series. A supplementary exploratory analysis then compared frozen Sociodual pathways with blind developmental/task-process segmentations. Across six examined interactions, the two representations were empirically non-equivalent: task-stage changes could occur within a continuing Sociodual pathway, while formal pathway breaks could occur within a continuing task context. This distinction persisted under fine-grained re-segmentation and record-format checks and was reproduced in all three prospectively selected unseen records using a fresh model-based Sociodual coding line. Socioduality therefore offers a bounded process-level framework for studying how human and AI contributions become relationally linked across time, preserving information that task-stage and endpoint-centred analyses do not uniquely recover.

Rethinking Generative AI Literacy: An Integrative, Developmental, and Dialectical Framework for K-12 Teacher Education

Generative artificial intelligence (GenAI) has entered classrooms faster than teachers have been prepared to use it well, producing a GenAI literacy lag in which technological diffusion outpaces educators' conceptual, pedagogical, and ethical readiness. Established AI literacy frameworks predate the widespread adoption of large language models and, while acknowledging ethics, position it as a discrete competency rather than a constitutive commitment, with equity and agency as supplementary design principles. Recent GenAI-specific efforts address isolated features but remain fragmented. We introduce the Responsible AI Literacy in Education (RAIL-Ed) framework, developed through a systematic review and qualitative framework analysis of 67 studies (2023-2025), grounded in critical, pragmatist, sociocultural, and human-centered traditions (Freire, Dewey, Vygotsky, Shneiderman). RAIL-Ed specifies six interdependent pillars: Technical Fluency, Critical Evaluation, Human-AI Collaboration, Contextual Awareness, Ethical Reasoning, and Empowered Agency, marked by three commitments. It is integrative: the absence of any pillar produces a characteristic pedagogical failure. It is developmental: a three-level rubric (Emerging, Competent, Advanced) specifies how each pillar matures across the K-12 teacher-preparation continuum. It is dialectical: the same generative affordance can deepen or displace learning depending on the literacy a teacher brings to it, making the cultivation of that literacy, not the adoption of the tool, the object of design. By treating ethics, equity, and agency as constitutive, RAIL-Ed offers a theoretically grounded basis for curriculum design, teacher education, and policy, aligned with the UNESCO AI Competency Framework for Teachers and the OECD/European Commission AILit Framework. The framework is conceptual, advancing falsifiable propositions for empirical validation.