Temporal graph learning has attracted great attention with its ability to deal with dynamic graphs. Although current methods are reasonably accurate, most of them are unexplainable due to their black-box nature. It remains a challenge to explain how temporal graph learning models adapt to information evolution. Furthermore, with the increasing application of artificial intelligence in various scientific domains, such as chemistry and biomedicine, the importance of delivering not only precise outcomes but also offering explanations regarding the learning models becomes paramount. This transparency aids users in comprehending the decision-making procedures and instills greater confidence in the generated models. To address this issue, this article proposes a novel physics-informed explainable continual learning (PiECL), focusing on temporal graphs. Our proposed method utilizes physical and mathematical algorithms to quantify the disturbance of new data to previous knowledge for obtaining changed information over time. As the proposed model is based on theories in physics, it can provide a transparent underlying mechanism for information evolution detection, thus enhancing explainability. The experimental results on three real-world datasets demonstrate that PiECL can explain the learning process, and the generated model outperforms other state-of-the-art methods. PiECL shows tremendous potential for explaining temporal graph learning in various scientific contexts.

Abstract The transition from secondary education to higher education could be challenging for most freshmen. For students who fail to adjust to university life smoothly, their status may worsen if the university cannot offer timely and proper guidance. Helping students adapt to university life is a long‐term goal for any academic institution. Therefore, understanding the nature of the maladaptation phenomenon and the early prediction of “at‐risk” students are crucial tasks that urgently need to be tackled effectively. This article aims to analyze the relevant factors that affect the maladaptation phenomenon and predict this phenomenon in advance. We develop a prediction framework (MAladaptive STudEnt pRediction, MASTER) for the early prediction of students with maladaptation. First, our framework uses the SMOTE (Synthetic Minority Oversampling Technique) algorithm to solve the data label imbalance issue. Moreover, a novel ensemble algorithm, priority forest, is proposed for outputting ranks instead of binary results, which enables us to perform proactive interventions in a prioritized manner where limited education resources are available. Experimental results on real‐world education datasets demonstrate that the MASTER framework outperforms other state‐of‐art methods.

The failure of landing a job for college students could cause serious social consequences such as drunkenness and suicide. In addition to academic performance, unconscious biases can become one key obstacle for hunting jobs for graduating students. Thus, it is necessary to understand these unconscious biases so that we can help these students at an early stage with more personalized intervention. In this paper, we develop a framework, i.e., MAYA (Multi-mAjor emploYment stAtus) to predict students' employment status while considering biases. The framework consists of four major components. Firstly, we solve the heterogeneity of student courses by embedding academic performance into a unified space. Then, we apply a generative adversarial network (GAN) to overcome the class imbalance problem. Thirdly, we adopt Long Short-Term Memory (LSTM) with a novel dropout mechanism to comprehensively capture sequential information among semesters. Finally, we design a bias-based regularization to capture the job market biases. We conduct extensive experiments on a large-scale educational dataset and the results demonstrate the effectiveness of our prediction framework.