Against the backdrop of the rapid development of artificial intelligence, this paper points out the historical inevitability of exploring the long-term development trend of education and emphasizes that AI's influence on education is deepening continuously. In the future, AI will become the core leading force in education, and human teachers need to seek a path of symbiosis with AI. Combining Geoffrey Hinton's viewpoints with the national action plan for the in-depth implementation of the "AI Plus" initiative, the paper expounds the inevitability of human society's development of AI and the synchronization between the intellectualization of China's education and the construction of an education power. It corely analyzes AI's impact on the underlying logic of education: driven by their intellectual curiosity, students can complete the learning process from total ignorance to profound understanding through continuous interaction with AI, which will lead to the gradual replacement of education's knowledge-im-parting function by AI, and the core status of ability cultivation will also be weakened in the long run, thus bringing about qualitative changes to many elements of the traditional educational model. As the general introduction to a series of papers, this paper clarifies the logical framework for the analysis of four dimensions, namely Future Teachers, Future Classrooms, Future Schools and Future Learning Centers, and the series will explore these four dimensions in the progressive order from the micro to the macro and from the partial to the whole, laying a theoretical foundation and providing a framework guide for the subsequent four studies.

In the context of the new engineering and digital transformation, how to better support engineering education and innovation ability training with basic physics courses has become an important issue in higher education reform. At the roundtable forum of the “2025 Symposium on Innovation in Physics and Engineering Education and the University Physics MOOC Alliance Work Meeting”, experts discussed in depth the relationship between physics and engineering, the adjustment of curriculum system and class hours, experimental teaching and project-based learning, talent stratification and classification training, and the impact of artificial intelligence on teaching paradigms. The forum believes that physics education still has fundamental and methodological value for engineering innovation, but it is necessary to promote content reconstruction and teaching organization innovation through modularization, case-based approach, and cross-department collaboration. In the AI era, the focus of teaching should be further shifted from “problem-solving and calculation” to “physical picture, modeling and approximation, and cross-domain transfer ability”, and a sustainable curriculum reform mechanism should be formed under the framework of industry-education integration and science-education integration. Based on the discussion points, this paper summarizes the main paths and implementation suggestions for the integration and connection of physics and engineering education.

According to author's further understanding, extended Maxwell equations for the moving media except P_S terms, is the non-covariant equations, or Hertz equations, constructed by redefining strengths of electro-magnetic fields through unusual Galilean transformation. They are equivalent to the standard Maxwell equations, with different field strength definitions which lead deformation of equations. Hertz equations do not consistent with experiment data, except we change Galilean transformation to Lorentz transformation and include in corrections of special relativity.