Blockchain Papers

Hervé Dogboevi, Péricles de Lima Sobreira, Karim El Guemhioui, Jauberth Weyll Abijaude

No abstract is available for this record.

Jinfa Hong, Bohao Zhang, Gaoyu Mao, Patrick S. Y. Hung · 5 authors

Lattice-based cryptography (LBC) is an essential direction in the fields of homomorphic encryption (HE), zero-knowledge proofs (ZK), and post-quantum cryptography (PQC), while number theoretic transformations (NTT) are a performance bottleneck that affects the promotion and deployment of LBC applications. Field-programmable gate arrays (FPGAs) are an ideal platform for accelerating NTT due to their reconfigurability and parallel capabilities. High-level synthesis (HLS) can shorten the FPGA development cycle, but for algorithms such as NTT, the synthesizer struggles to handle the inherent memory dependencies, often resulting in suboptimal synthesis outcomes for direct designs. This paper proposes a systematic HLS co-design to progressively guide the synthesis of NTT accelerators. The approach integrates several key techniques: arithmetic module resource optimization, conflict-free butterfly scheduling, memory partitioning, and template-based automated design fusion. It reveals how to resolve pipeline bottlenecks in HLS-based designs and expand parallel processing, guiding microarchitecture iterations to achieve an efficient design space. Compared to existing HLS-based designs, the area-latency product achieves a performance improvement of 1.93 to 191 times, and compared to existing HDL-based designs, the area-cycle product achieves a performance improvement of 1.7 to 10.6 times.

Breno Jacinto Duarte da Costa, Márcio Ferro, Mohamed Yassine Zarouk, Alan Silva · 6 authors

Education 4.0 promotes active, personalized, and competency-based learning aligned with the Sustainable Development Goals (SDGs), yet most current platforms rely on centralized architectures that restrict access, agency, and adaptability. To address this problem, Web3 technologies—including blockchain, decentralized identifiers (DIDs), peer-to-peer storage, and smart contracts—enable the creation of platforms that uphold equity, data sovereignty, and pedagogical flexibility. This paper investigates how the convergence of Education 4.0 and Web3 technologies can drive the development of sustainable, inclusive, and learner-centered digital education systems. We examine two decentralized education platforms, EtherLearn and DeLMS, to assess their design affordances and limitations. Building on these insights, we propose a layered architectural framework grounded in sustainability principles. Our analysis shows that decentralized infrastructures can expand access in underserved regions, increase credential portability, empower learners with greater autonomy, and foster participatory governance through decentralized voting, token-based incentives, and community moderation. Despite these advantages, significant challenges remain around usability, energy efficiency, and regulatory compliance. We conclude by identifying key research priorities at the intersection of sustainable educational technology, digital equity, and decentralized system design.

Wendy Ding, Fei-Yue Wang, Xingxia Wang, Qinghua Ni · 11 authors

Control theory is shifting from an “analytical optimization” to an “intelligent evolution” paradigm, yet the Conceive-Design-Implement-Operate (CDIO) engineering education model has not adapted to this change. iCDIOS, extending CDIO theoretically, advances control education toward a “learning-by-making, making-by-learning, and lifelong learning” approach. However, its implementation demands new organizational and technological support. This paper introduces a DeSci-based iCDIOS framework, integrating intelligent technologies, decentralized autonomous organizations(DAOs), and dynamic operations to transform the learning process and ecosystem of control education. The study analyzes DeSci-iCDIOS applications in intelligent system design, industrial scenario simulation, social system control, and cross-domain collaborative innovation, discussing challenges in scalability, governance, educational transformation, and privacy-legal ethics, and proposing future research to advance control education.

Paritosh Basu

Technology formally entered academia around 1450s AD when the printing press started being used for making books available to learners. Long after about seven centuries, gradual adoption of information, communication, and digital technologies brought overwhelming changes for speedier, more effective, and impactful teaching, learning, training, and evaluation. These rendered both synchronous and asynchronous modes much smarter and more exciting particularly for generations Y and Z. The advent and evolution of Web1 to Web3 has made globally accessible distance learning an indispensable part of contemporary education management development systems. Efforts have been made to narrate certain major dimensions and the collective effects of all these technologies culminating in EdTech. It has also deleneated the taxonomies behind and the impacts of AI and Generative AI on EdTech.

Abdallah Al-Zoubi, Mamoun Aldmour, Rakan Aldmour

Remote laboratories have been developed at many universities worldwide to provide students with access to apparatus and experiments via the Internet around the clock, thus giving partner institutions the opportunity to share resources, expensive equipment and specialized laboratories, whether within a single country or at regional and international levels. Universities usually implement learning management systems (LMS) such as Moodle and Blackboard to enable students to interact, carry out learning activities and access remote labs. However, remote labs generate enormous amounts of data, which is stored, processed, analyzed, and accessed using centralized systems that lack transparency, traceability, security features, trustworthiness, and reliability. In addition, they are vulnerable to the single point of failure problem due to centralization. The application of blockchain technology in remote labs is proposed as a promising solution for future online learning as it combines a new pedagogical approach with various state-of-the-art technologies in an era that embraces Education 4.0 as the education norm. Furthermore, a novel blockchain-based framework for remote labs allows data streaming and transfer in a decentralized, transparent, traceable, reliable, secure, and trustful manner, where only authorized peers can join or access the network, thereby providing privacy of students’ data files and reports. An initial pilot of an Ethereum-based remote lab show promising result for effective management of online experiments, originally hosted in a Moodle LMS.

Zexi Xing, Zhengxin Chen

Blockchain technology (BT) is gaining popularity, and there have been increasing papers on blockchain and education, particularly on how to use blockchains in education. However, as a public ledger which is shared and agreed on by all users in a distributed network, blockchain technology involves unconventional thinking, and learning BT could be challenging for college students. In this paper, we present a project-based learning (PBL) approach for effective education of BT at college level. We first explain why PBL is suitable for BT education and discuss various issues should be considered for project-based learning on blockchain technology. We then discuss several different ways of doing this and offer our suggestions. We present case studies which we have developed, that can provide useful guidelines to students and beginners who are interested in BT.

Brent Smith, Laura Milham

No abstract is available for this record.

A. Ravishankar Rao, Riddhi Dave

The fields of computer science and engineering are undergoing rapid change, with significant advances in areas including the internet-of-things, cloud computing, and blockchain technologies. Consequently, the gap between traditional course material taught to students in B.S./M.S. programs at universities and the cutting edge of technology used in industry is widening at an unprecedented rate. Students may get overwhelmed and discouraged by the amount of material they need to learn, contributing to high dropout rates in STEM fields, particularly in computer science and engineering. We propose a hands-on laboratory based approach to teach the students the basics of these emerging areas. The objective is to motivate and engage students by encouraging them to tinker with physical systems, so that they can develop an intuitive understanding of the new technologies. We present an approach using the Raspberry Pi, a small and inexpensive platform that allows students to build interesting applications in the area of the internet-of-things. We provide the preferred sequencing of necessary material, and the required combination of different software modules necessary to teach the students. We discuss our experience of teaching this course to both graduate and undergraduate students. Our results should be beneficial to instructors interested in exposing their students to these emerging technologies. Our main finding is that students prefer hands-on laboratory exercises to theoretical instruction. They are able to grasp concepts better when there is a short theoretical lecture followed immediately by related hands-on laboratory exercises. We present specific laboratory exercises to teach students about the end-to-end processing involved in acquiring images, creating immutable records using a cryptographic hash function, and transmitting and storing them on the cloud. These lab exercises provide students with an understanding of camera-based security applications, basic blockchain technology, and cloud computing.