Pulmonary thromboembolism is a very common cardiovascular disease, with a still high mortality rate. Despite the clear guidelines, this disease still represents a great challenge both in diagnosis and treatment. Heterogeneous clinical picture, often without pathognomonic signs and symptoms, represents a huge differential diagnostic problem even for experienced doctors. The decision on the therapeutic regimen also represents a major dilemma in the group of patients who are hemodynamically stable at initial presentation and have signs of right ventricular (RV) dysfunction proven by echocardiography and positive biomarker values (pulmonary embolism of intermediate-high risk). Studies have shown conflicting results about the benefit of using fibrinolytic therapy in this group of patients until hemodynamic decompensation, due to the risk of major bleeding. The latest recommendations give preference to new oral anticoagulants (NOACs) compared to vitamin K antagonists (VKA), except for certain categories of patients (patients with antiphospholipid syndrome, mechanical valves, pregnancy). When using oral anticoagulant therapy, special attention should be paid to drug-drug interactions, which can lead to many complications, even to the death of the patient. Special population groups such as pregnant women, obese patients, patients with antiphospholipid syndrome and cancer represent a great therapeutic challenge in the application of anticoagulant therapy. In these patients, not only the effectiveness of the drugs must be taken into account, but great attention must be paid to their safety and possible side effects, which is why a multidisciplinary approach is emphasized in order to provide the best therapeutic option.

The utilization of artificial intelligence in education can contribute to sustainable development goals in various ways. AI in education can effectively convey sustainability issues to students. Through simulations and virtual environments, learners can experience sustainable practices firsthand. On the other hand artificial intelligence can assist administrators and educators in making data-informed decisions. This allows for more effective shaping of educational policies. This study explores how teachers and artificial intelligence (AI) address ethical dilemmas in edu-cation, comparing their decisions and examining the influence of variables such as gender, years of service, and education level. A total of 141 teachers from public schools in Turkey participated, and their responses were compared to AI-generated decisions using Yin's nested multiple-case de-sign. The scenarios were analyzed through five ethical frameworks: virtue ethics, deontological ethics, utilitarianism, social justice ethics, and situation ethics. Results showed that AI provided the same answer as the majority of teachers in six out of eight dilemmas but differed in two. AI favored a more analytical, result-oriented approach, while teachers emphasized empathy and rule adherence. Gender differences revealed that males leaned towards utilitarianism, while females favored social justice and situation ethics. Less experienced teachers preferred deontological and social justice ethics, while more experienced teachers leaned towards virtue ethics and utilitarian-ism. Elementary teachers emphasized virtue and social justice ethics, while middle and high school teachers favored deontological ethics and utilitarianism. The findings provide insights into ethical decision-making in education by highlighting the differences between solutions proposed by artificial intelligence and those offered by teachers. Additionally, they emphasize the im-portance of adapting artificial intelligence to everyday life to foster a sustainable world.

This article delves into the enduring relevance of Liberal International Relations (IR) Theory amidst persistent criticisms regarding power dynamics and its applicability in emerging states. Despite its detractors, Liberal IR Theory offers a nuanced understanding of state behavior, blending social contexts with power dynamics. It recognizes the intricacies of economic interdependence and advocates for a balanced approach in advancing democracy and human rights. While nationalism poses challenges to international institutions, their adaptability endures. Leaders, albeit constrained, retain the capacity to foster peace through visionary leadership and global cooperation. By acknowledging its limitations and fostering open dialogue, Liberal IR Theory continues to evolve, poised to contribute to a just and peaceful global order.

Polycentric governance, as conceptualized by the Nobel Laureate Elinor Ostrom, has been widely celebrated as a promising approach to fostering inclusive innovation ecosystems in the Global South. By emphasizing the coordination of multiple decision-making centers and the engagement of diverse stakeholders, polycentric systems are believed to enhance the inclusivity and responsiveness of innovation processes, crucial for addressing societal challenges and promoting equitable development. However, this article argues that the theoretical and practical application of polycentric governance may not adequately address the inherent power structures and complexities within inclusive innovation ecosystems. Drawing on critical analysis, empirical evidence, and complementary theoretical perspectives, this paper interrogates the limitations of polycentric governance and proposes a more nuanced, multidimensional framework for inclusive innovation governance in the context of the Global South.