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As a leading risk factor for chronic illnesses, obesity highlights the critical need for prompt diagnosis and active management. This research introduces an innovative expert system developed to precisely categorise obesity severity and offer individualised treatment advice. Utilising the SEMMA data mining framework alongside the tidymodels ecosystem, the study assessed five machine learning algorithms: decision tree, random forest, multinomial logistic regression (MLR), Naive Bayes, and support vector machine (SVM). Achieving the highest predictive accuracy (97.48%), MLR was chosen as the definitive model. The platform incorporates an intuitive R Shiny interface, promoting seamless real-time user engagement. Treatment protocols are formulated via if-then rule-based logic to guarantee customised advice for every obesity classification. A comparative evaluation emphasises the system's exceptional diagnostic precision and its functional utility in recommending treatments. By improving accessibility—especially for marginalised rural communities—this system bolsters public health by facilitating preliminary diagnosis, specific interventions, and forward-looking obesity care.

The application of Artificial Intelligence (AI) tools to assist with systematic literature reviews (SLRs) is expanding rapidly, yet researchers still lack structured frameworks for assessing and incorporating these tools into their research practices. This paper introduces and implements a rubric-based framework designed to evaluate AI toolchains across essential SLR stages, such as literature searching, screening, and data synthesis. A mixed-methods study was executed with 63 postgraduate student researchers, who represent the early-stage investigators that serve as primary adopters of these digital workflows. The results demonstrate that workflows structured around the rubric enhanced the participants' perceived utility of AI utilities, provided organized criteria for comparative analysis, and promoted greater transparency during tool selection. Although formal indicators of inter-rater reliability (such as Cohen’s or Fleiss’ Kappa) were not calculated due to the fact that participants did not evaluate identical benchmark sets concurrently, the consistency of the rubric was qualitatively validated through pilot evaluations, iterative updates, and structured focus group discussions. These efforts confirm interpretative alignment among users while recognizing that future validation via independent assessors is required. This research contributes a validated assessment rubric, an operational example of an AI-augmented SLR workflow, and a discussion regarding the consequences for research training, study reproducibility, and cross-disciplinary translation.

The rapid evolution of generative artificial intelligence, most notably large language models like ChatGPT and GPT-4, has unlocked revolutionary opportunities for postgraduate scholarship. This systematic review evaluates how generative artificial intelligence utilities alter the quality, execution speed, ethical standards, and innovative potential of postgraduate inquiries. A thorough literature search was conducted across four major repositories: Google Scholar, Web of Science, IEEE Xplore, and Scopus. Adhering strictly to PRISMA protocols, 20 peer-reviewed articles published between 2019 and 2025 were chosen for detailed investigation based on their direct alignment with postgraduate research settings, explicit use of generative AI applications, and documented outcomes. The synthesis revealed four core dimensions: (i) research productivity and efficiency, where generative AI refines academic composition, data processing, and literature mapping; (ii) cognitive and creative assistance, where AI aids in drafting hypotheses, brainstorming novel concepts, and polishing text; (iii) academic honesty and ethical dilemmas, which highlight vulnerabilities surrounding plagiarism, data fabrication, and over-dependence on machine-generated text; and (iv) capacity shortages and skill evolution, indicating an accelerating necessity for postgraduate scholars to undergo training in AI literacy and ethics. Although these generative AI systems offer significant advantages by broadening access to analytical tools and boosting operational output for postgraduate scholars, this investigation reveals a stark lack of rigorous regulatory oversight and institutional frameworks across most universities. Furthermore, unequal regional access to state-of-the-art AI systems threatens global research equity. The review culminates in a proposal for a customized framework designed for the conscientious integration of GenAI into postgraduate studies, prioritizing institutional governance, human-machine partnerships, and ethical deployment. These insights enrich the ongoing debate regarding the trajectory of AI, offering scholars, investigators, and administrators data-driven strategies to harness AI capabilities while defending academic standards.

The rapid expansion of artificial intelligence (AI) systems across numerous sectors in recent years has drawn significant attention to the ethical, legal, and societal aspects (ELSA) of these technologies, along with the specific difficulties they introduce. This paper outlines an ELSA curriculum tailored for data scientists. The framework is designed to heighten awareness of ELSA dilemmas in professional practice, establish a shared vocabulary with domain experts to facilitate collaborative problem-solving, and ultimately imbed ELSA principles directly into data science workflows. Rather than being treated as an obstacle or an auxiliary requirement, ELSA ought to be viewed as an essential component of the Data Science Project Lifecycle. The proposed educational model utilizes the CRISP-DM (CRoss-Industry Standard Process for Data Mining) framework as its structural foundation, creating a vertical division composed of modules that align with each CRISP-DM stage. Vertically intersecting these phases is a horizontal division comprising three distinct thematic strands: ethical and societal, legal, and technical rendering knowledge units (KUs). Alongside an exhaustive breakdown of these KUs, this paper examines practical implementation factors, including course duration, delivery formats, assessment methods, and strategies for managing the diverse baseline knowledge and varying requirements of the target student body.