This study introduces an innovative integration of hyperbolic metamaterials (HMMs) and photonic crystals (PtCs), each possessing unique dispersion properties that effectively manipulate the propagation of light. We present a PtC waveguide consisting of arrays of HMM nanorods, denoted as HMM PtCs. This waveguide configuration enables the realization of a high figure of merit (FOM) nano-sensor. By modifying the refractive indices of the surrounding materials, the PtC waveguide exhibits alterations in absorption and transmission, allowing for the detection of temperature, pressure, and material variations. Numerical methods were employed to demonstrate the remarkable efficiency of this proposed system, achieving a sensitivity of 324.16 nm/RIU (refractive index unit) and an impressive FOM of 469.58 RIU−1. These results signify a substantial improvement over surface plasmonic sensors, which typically exhibit limited FOMs. As a consequence, the HMM PtC waveguide sensor emerges as an exceptionally appealing option for photonic sensing applications. The proposed HMM PtC waveguide holds vast potential across diverse fields, including biology, medicine, and clinics, representing an exciting advancement for both industry and scientific research.

Many assumptions exist about online learning and its impact on college students. Hitherto, the views of those meant to be the beneficiaries of this technology have been given little consideration despite the fact that students use cyberspace for academic work and beyond. This qualitative case-study report is based on research conducted by college students at a private university in the Eastern Province of Saudi Arabia. The aim was to examine the online learning experiences of their peers during the first wave of the coronavirus global pandemic, with a view to understand how prepared their university is for an academic genre located in cyberspace. The findings are based on the perspectives of 2,298 college students responding to a survey administered to the entire student population comprising around 9,000 individuals. They suggest that increasing opportunities for cyberlearning could have positive effects on students. Also provided is cautionary advice about the need to improve teaching pedagogies and combat academic dishonesty.