Abstract
The remarkable success of Large Language Models (LLMs) in generative tasks
has raised fundamental questions about the nature of their acquired
capabilities, which often appear to emerge unexpectedly without explicit
training. This paper examines the emergent properties of Deep Neural Networks
(DNNs) through both theoretical analysis and empirical observation, addressing
the epistemological challenge of "creation without understanding" that
characterises contemporary AI development. We explore how the neural approach's
reliance on nonlinear, stochastic processes fundamentally differs from symbolic
computational paradigms, creating systems whose macro-level behaviours cannot
be analytically derived from micro-level neuron activities. Through analysis of
scaling laws, grokking phenomena, and phase transitions in model capabilities,
I demonstrate that emergent abilities arise from the complex dynamics of highly
sensitive nonlinear systems rather than simply from parameter scaling alone. My
investigation reveals that current debates over metrics, pre-training loss
thresholds, and in-context learning miss the fundamental ontological nature of
emergence in DNNs. I argue that these systems exhibit genuine emergent
properties analogous to those found in other complex natural phenomena, where
systemic capabilities emerge from cooperative interactions among simple
components without being reducible to their individual behaviours. The paper
concludes that understanding LLM capabilities requires recognising DNNs as a
new domain of complex dynamical systems governed by universal principles of
emergence, similar to those operating in physics, chemistry, and biology. This
perspective shifts the focus from purely phenomenological definitions of
emergence to understanding the internal dynamic transformations that enable
these systems to acquire capabilities that transcend their individual
components.
Abstract
As Artificial Intelligence (AI), particularly Large Language Models (LLMs),
becomes increasingly embedded in education systems worldwide, ensuring their
ethical, legal, and contextually appropriate deployment has become a critical
policy concern. This paper offers a comparative analysis of AI-related
regulatory and ethical frameworks across key global regions, including the
European Union, United Kingdom, United States, China, and Gulf Cooperation
Council (GCC) countries. It maps how core trustworthiness principles, such as
transparency, fairness, accountability, data privacy, and human oversight are
embedded in regional legislation and AI governance structures. Special emphasis
is placed on the evolving landscape in the GCC, where countries are rapidly
advancing national AI strategies and education-sector innovation. To support
this development, the paper introduces a Compliance-Centered AI Governance
Framework tailored to the GCC context. This includes a tiered typology and
institutional checklist designed to help regulators, educators, and developers
align AI adoption with both international norms and local values. By
synthesizing global best practices with region-specific challenges, the paper
contributes practical guidance for building legally sound, ethically grounded,
and culturally sensitive AI systems in education. These insights are intended
to inform future regulatory harmonization and promote responsible AI
integration across diverse educational environments.