This paper proposes a human-centered artificial intelligence (HCAI) framework for AI-assisted lexicography. While generative AI offers significant opportunities to enhance lexicographic work, it also raises concerns regarding the future role of lexicographers and the preservation of linguistic and cultural diversity. Drawing on HCAI principles and previous applications in other language professions, the paper identifies four interrelated dimensions through which AI integration in lexicography can be understood and critically examined: the augmented lexicographer, the sociotechnical context of AI integration, bias, and the design of AI-powered lexicographic tools. The framework argues that AI should augment rather than replace lexicographers, combining high levels of automation with meaningful human control. It further emphasizes the importance of preserving professional agency, mitigating AI-generated biases, and designing tools around the needs of lexicographers. By doing so, the paper provides a foundation for future research and the beneficial integration of AI into lexicographic workflows.
Mohammed Q. Shormani, Muneef Yehia Alshawshcs.CY cs.AI
This paper aims to synthesize empirical research on AI tools used to support English as a second/foreign language (EL2) learners in Arab University classrooms (AUCs) between Jan 1st 2023 and Aug 31st 2025. We utilized 3 large datasets, namely Google Scholar, Web of Science, and Scopus as the data sources. Using PRISMA-guided searches across these well-known databases, we included only published articles. The search process results in 184 studies, but only 11 studies met the inclusion criteria. Findings unveil that EL2 learners have positive attitudes towards AI for drafting, revision, and practice. Empirical gains were most consistent for surface-level outcomes improvements in higher-order writing quality and speaking proficiency was mixed and often contingent on teacher mediation. The paper concludes by proposing a research agenda and practical guidelines for Arab universities seeking evidence-based AI integration in EL2 instruction. It also recommends scaffolded integration, teacher training, reflective tasks to reduce over-reliance on AI tools.
AI tools are being deployed over MBSE models today, and those models were not designed for this kind of consumption. The problem is not simply that tools hallucinate: well-prompted frontier models produce competent, useful output over a conformant SysML model, but the reasoning they produce is drawn from training rather than retrieved from the model itself, and different tools over the same model produce different results with nothing in the record to adjudicate between them. The model, in other words, is functioning as a prompt rather than as a knowledge base. Attaching better tools to the same model does not resolve this. The model and the methodology that governs its construction need to be designed together for AI participation, treating the model as a machine-queryable knowledge substrate rather than a structured artefact for human navigation, and that co-design has not yet happened in any systematic way. This paper works through a concrete workflow scenario to show what that gap looks like in practice, proposes three principles that jointly characterise what model and methodology must achieve together, and closes with a call to the community to begin this work before the architectural decisions about AI integration settle without the methodological foundation they require.