Despite its well-documented benefits, reading literature in a second language remains challenging. Graphic novels, by integrating text and images, effectively support English as a Second language (ESL) readers; however, adapting literary works into this format is resource-intensive and lacks scalability.
To address this, we developed a LangChain-based pipeline that automatically transforms a story into a graphic novel. Through a user study with 76 participants, we investigated (1) how this adaptation influences ESL readers' comprehension and narrative engagement, and (2) readers' perception of AI's role in the creative process. Results showed no significant differences in comprehension or engagement between the AI-generated graphic novel and traditional text. Although 70\% of participants recognized AI involvement, attitudes toward its role as illustrator were generally positive, despite a few cross-domain concerns. This work contributes to the understanding of AI-powered storytelling from a human-centered perspective, identifying key insights for effectively supporting readers through AI-generated visual narratives.

The complex and contextual nature of sustainability challenges demands an approach that integrates quantitative complexity science with transdisciplinary approaches to create an integrated understanding of system change. We present a systematic literature analysis from an emerging field we term Transdisciplinary Complexity Science for Sustainability and derive best practices for how this research approach can foster learning and action for sustainability. Based on our analyses, we identify key areas for future research and provide concrete recommendations for carrying out Transdisciplinary Complexity Science for Sustainability.

The paper presents the initial stages of a project that wishes to create soundscapes for people with visual impairments at the archaeological site of Souriza-Agrileza (Greece). The students of a music school collaborated with the archaeologists from the local ephorate of antiquities in order to provide appropriate sound clips that would be incorporated in the site, thus “translating” what students see to sounds and music for visitors with disabilities. In addition, the paper includes a relevant literature review that guided the design of the project.