Digital challenges around access to and use of emerging technologies.

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AI and Education

On January 21, a seminar on the use and applications of AI in education, organized by Fundación Caja Navarra and Jakiunde, Zientzia, Arte eta Letren Akademia, took place at Civican in Pamplona.

The guest speakers, María Beunza, CEO of HumanAI and president of the Innovactoras Association, and Lula de León, CEO and founding partner of Leemons, addressed from different perspectives the potential of artificial intelligence to transform education. The moderator, Nora Alonso – PhD in Biology – led the panel by posing key questions that triggered an interesting conversation.

The central axis of the conversation revolved around the need for innovation in education and learning processes in the digital era. Practical examples of how AI is already influencing these processes and its impact at the social, educational and labor level were discussed.

Evaluation and Development of Social-Emotional Competencies in Education

“Our education models are manifestly improvable in terms of social-emotional competencies where are we in those models and how can AI help us if at all?”

En relación, María destacó la capacidad de la IA para evaluar las competencias socioemocionales, resaltando su importancia en el desarrollo cognitivo y el bienestar mental de los estudiantes, y abordando la necesidad del bienestar socioemocional para un óptimo proceso de aprendizaje. A su vez, destacó el papel crucial que juegan los coordinadores de bienestar emocional en los centros educativos, tal como lo estipula la ley actualmente. Beunza explicó cómo la IA de Human AI tech – en particular desde la psicolingüística – puede analizar textos para evaluar las competencias socioemocionales de los alumnos, proporcionando una visión más completa y objetiva que los métodos tradicionales. 

In relation, Maria highlighted the ability of AI to assess social-emotional competencies, highlighting their importance in the cognitive development and mental well-being of students, and addressing the need for social-emotional well-being for an optimal learning process. In turn, she highlighted the crucial role played by emotional well-being coordinators in educational centers, as currently stipulated by law. Beunza explained how Human AI tech – particularly from psycholinguistics – can analyze texts to assess students’ social-emotional competencies, providing a more complete and objective view than traditional methods.

“What we do is thanks to AI, but above all psycholinguistics. We express ourselves by showing our personality and how we are. AI analyzes texts on any subject, as long as they are in natural language, and once the text is there – with a sufficient length of 800 words – we give it the button and the socioemotional competencies of that person appear.”

AI’s ability to analyze large amounts of data also allows conclusions to be drawn at both the individual and group level, making it easier to adapt educational strategies. Teachers can use this information to better understand the individual needs of their students and make informed decisions in the classroom in order to develop strategies and improve their emotional well-being.

Personalisation in education

“How could we make it so that in educational settings, in classrooms – which because of or thanks to covid have been forced to introduce technology to digitize certain processes – we can actually start collecting information in a benign way to propose alternatives to the teacher?

Lula de León highlighted the importance of personalisation in education, comparing it to the way online advertising sources and personalizes offers for each customer. She highlighted the current lack of meaningful data collection on students in the classroom, because while there is an abundance of data in other areas, such as purchasing preferences or browsing histories, there is a shortage of relevant information to improve education and personal development of students. In this way, technology-enabled classroom data collection would be tailored to the educational content and individual needs of students, helping them learn more effectively and improve their skills.

The implementation of AI in the classroom and the adoption of these new technologies would therefore be a channel for addressing the diversity and personalisation of students in the classroom: “one teacher has a diversity of 30 people, with 30 ways of learning, 30 difficulties, 30 home situations and 30 emotional moments.” Lula described how his platform, Leemons, seeks to fill this gap by collecting data on student interactions in the classroom. This information is used to provide feedback to teachers, allowing them to intervene in a more effective and personalized way in the educational process. The potential of AI to empower teachers by providing them with detailed information about their students’ progress and needs was highlighted.

“We believe in this AI that gives superpowers to the people who are going to use them, teachers who are going to receive information from a classroom: this student looks like he is going to drop out, that he is disconnecting, that he has a different relationship with his classmates… all that information that teachers know by skin, to be able to show them with indicators and allow the teacher to act more quickly when there are more risks, is the vocation of our project; and from there has the basis to provide this data – anonymous – freely and openly, to companies like Maria’s that are researching and working on it and suddenly a Cluster gives you information, without testing, in a natural way, with interactions that are not controlled, not monitored at all, because they are not being monitored, there are no changes in this interaction, it is the natural interaction between people, it is gold”.

The role of ethics and critical thinking in the development of educational AI.

A recurring theme throughout the colloquium was the ethics in the development and use of AI in education. Beúnza emphasized the importance of addressing the ethical biases and risks associated with AI, noting that the responsibility lies with both the designers and the users of this technology; it is not so much the tool itself, but the hand that designs that tool. He stressed the need for careful oversight during the design and training of algorithms to ensure their fairness and objectivity, while advocating an approach that respects the privacy of student data. “We work with anonymized data, we never know who is who, we know that there is a person with these capabilities and with this age, this is what we know, plus we work with supervised training.“

At the same time, the incorrect use of AI by students and the possibility of undermining their capabilities by substituting and performing tasks that correspond to the students themselves in their cognitive development was put on the table. Both agreed that AI can be, and is, a useful tool to supplement learning, as long as it is used ethically and responsibly. Students can benefit from AI to deepen their learning, enhance their skills, and develop abilities such as asking meaningful and critical questions.

“We’ve been validating for many years that students know how to give the right answers; and we’re facing a world where asking the right questions is what counts.”

Lula de León

Implementation training

Artificial intelligence (AI) offers enormous possibilities for improving the quality and efficiency of education, however its implementation is not without challenges, especially in terms of adapting the educational system and teacher training.

The key to harnessing the potential of AI in education is to integrate it appropriately into the educational context, taking into account the needs and objectives of each level, area and teaching modality. This integration must start from the classroom, where students show a rapid ability to learn about new technologies. However, teachers face several obstacles to incorporate AI into their teaching practice, such as lack of resources, limited specific training and the rigidity of curricula and educational regulations. Therefore, it is necessary for ministries of education and competent authorities to facilitate access to and use of AI in schools, as well as to promote the updating and pedagogical innovation of teachers.

Continuous and quality training is the main support they need to integrate AI into education. This training should cover technical as well as ethical, social and didactic aspects of AI, and should encourage the development of digital competencies and critical and creative thinking in both teachers and students.

“Training, facing the fearless and working together” Lula bets. For her part, María affirms that “you cannot change the world without knowing it”, so at the very least you have to get close to it and get involved, you have to get involved even if it is only to criticize, but you have to get involved because we cannot be on the sidelines, we have to lead by example. In the case of teachers, at least you have to be knowledgeable about what for and how to use it – I think that effectively as Lula says – this amplifies our capabilities, what more do we all want than to have better information to decide, to make fewer mistakes, to project, to program, to act?”

TutorIA: Innovation in Evaluation and SES Development

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The project “TutorIA for the evaluation and development of SES” has been selected as one of the thirty most innovative projects in the VII edition of the convocation of Dualiza Grants from CaixaBank Dualiza and FPEmpresa.

This project – led by several vocational Training Centers of the Aspasia Group – aims to use the artificial intelligence tool Human AI to create a system that evaluates and develops socioemotional skills to promote personal development and improve the employability of its students.

Five entities will participate in this initiative: Alcazarén School of Professionals and TEMAT of Valladolid; European School of Oviedo; Institute for Qualifications of Cantabria and the Virgen del Buen Suceso Center of León.

Synergies between FPs and Companies

Close collaboration between vocational training centers and companies is essential, according to Luis García Domínguez, president of FPEmpresa. This synergy makes it possible to achieve the levels of excellence required for the labor market, thus strengthening the direct relationship between VET and the business fabric.

These initiatives will be carried out hand in hand with a company or collaborative entity; and it will be the students who will be in charge of developing them to improve their learning. In this way, companies are encouraged to actively participate in the training process of students, through the development and implementation of projects that contribute to improve their learning, providing them with new skills while adapting their profile to the needs of the labor market.

Of the total number of centers and projects selected in the Call, 21 have been chosen to promote ideas on their own, while the rest will collaborate to carry out network projects, developed and implemented by centers from different provinces and even from different autonomous communities, such as TutorIA.

“When selecting these 30 projects, the evaluation committee has taken into account that they should be innovative, encourage co-participation between centers, have a social impact, diversify the participating agents, establish coordination and communication mechanisms, contemplate sustainability to provide long-term results, be transferable, facilitate the communication of the achievements and seek to impact the achievement of the Sustainable Development Goals,” says the Dualiza Grants Resolution.

HUMAN AI at the service of Vocational Training and Employability

The collaborating company to carry out the “TutorIA for SES assessment and development” project with FPAspasia centers will be Human AI Tech. The Human AI artificial intelligence tool offers immediate personality and social-emotional competence (SES) assessments by simply entering a natural language text of the person to be assessed. It also supports voice notes, which the tool automatically transcribes. This avoids self-perception bias and the investment of effort and time in traditional questionnaires.

The personality assessments provide the five traits of the OCEAN model and their facets in individual, immediate, accurate, user-friendly and easy-to-use reports. These reports will be used by project managers to achieve the desired competency improvement objectives.

This project will enable teachers to obtain individualized reports of their students’ competencies, providing them with tools and documentation to improve the competencies of current and future students. The students, as well, will obtain accreditation of their competencies, and the internship companies will receive detailed reports on the SES competencies of the interns, along with guidelines to help improve them.

Thanks to the use of Human AI, different soft skills will be evaluated and accredited, helping each student to enhance the skills and competencies necessary for their future job search and job placement.

🔗 News in the media:

Resolución de la Convocatoria de Ayudas Dualiza

Impulsan un proyecto de IA en dos centros de FP de Valladolid

La Inteligencia Artificial llega a la FP de la mano de Aspasia

What do families, teachers and students think about AI?

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A study on the use, perception and knowledge of artificial intelligence.

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“Empantallados” is an educational platform with a purpose: to educate healthy digital users. This initiative arises to accompany families in the digital reality of their children, because “technology influences many facets and we believe it is important to start educating them from an early age in a responsible and healthy use of technology, without waiting until they are older.”

Did you know that 65% of school-age children will work in professions not yet invented and related to technology?

AI impact in Spain

Empantallados, together with GAD3 – a social research and communication consultancy – and with the support of ” For a loving use of technology”, the European Commission and Fundación Fomento – this educational platform has presented the first study on the impact of Artificial Intelligence in education in Spain. The report shows the main data and conclusions of the research carried out at the end of 2023, and based on a survey of a representative sample of 500 families in Spain, 200 young people between 14 and 17 years old, and 200 non-university teachers.

A study that shows, among other questions, how much and for what purpose students, teachers and parents use AI, or what their concerns, opportunities and challenges are, also analyzing the use and perception of these audiences about AI.

The 10 key questions in which the study is summarized are the following:

  1. AI, a new technological reality that interests reality.
  2. The Internet and the press, gateways to AI.
  3. Chat GPT, one of the most widely used AI tools.
  4. Raising the reliability threshold and improving accuracy, challenges of AI in the short term.
  5. Need for a legal framework on privacy and data use.
  6. AI, a new digital territory to explore for students, teachers and families.
  7. AI, a potential educational tool.
  8. Creativity and critical thinking, the main challenges of AI in education.
  9. AI, a reinforcement in the teacher’s task, without replacing his role as an educator.
  10. The need to educate in the responsible use of AI.

Some relevant data

The study reflects that 57% of parents believe that AI will have a positive impact on their children’s education, a percentage that increases (61%) in relation to the positive effect that AI will have on the professional future of their children.

In the case of teachers only 39% believe that AI will have a positive impact on education and 54% believe that it will be beneficial in the future career of their students.

Regarding student efficiency, both parents and teachers see benefits in the use of AI. However, while parents believe it will enhance creativity, teachers believe it could harm it.

Parents feel more overwhelmed and have a lower understanding of AI compared to teachers and students. However, 78% of parents are very

interested in learning more about AI, compared to 63% of students. Parents are the most supportive of introducing AI tools into their children’s academic curriculum (60%).

However, teachers are more critical of their students’ use of AI, generally recommending its use to a lesser extent (33%) than parents (42%). As for the impact of AI on teachers’ work, efficiency and autonomy are the most important competencies for teachers, with the search for new information being the area where they recommend its use the most. Creativity, on the other hand, is the least important.

Creativity and critical thinking: main challenges of AI

Most families and teachers in the study believe that AI can help with practical issues, but they are more reluctant to believe that AI can develop skills such as autonomy, creativity or critical thinking: on a scale out of 10, families score 5.9 and 5.6 for both aspects. Teachers, on the other hand, give a failing grade to the ability of AI to foster autonomy and creativity: 4.5 and 4.2 respectively.

We might ask ourselves, is this not an opportunity to delegate efficient tasks to AI in order to invest and encourage our most creative side and make students students students of thought rather than students of knowledge?

As Xavier Marcet states in his recent column on knowledge workers, “In times of artificial intelligence, it is essential that people have a monopoly on questions. If you think, technology empowers you, if you don’t think, technology takes you where it wants.”

AI can become a very useful educational tool and at the same time it presents challenges in the development of key student competencies, not only cognitive, but also socioemotional. Will AI also be able to help us, not only in developing efficient educational tasks, but also in the development of the student’s personality and socioemotional competencies?

The irruption of AI appears to be more than just another medium, tool or technological advance; it will – and already is – driving a change in educational approach and mindset.

See the full study at 👉🏼 https://empantallados.com/ia

If you are interested in learning more about an AI capable of assessing the personality of your students and being able to develop social-emotional competencies in them, request the Human AI demo 👉🏼 https://tu-demo.humanaitech.com/

Talent selection based on competencies

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In today’s dynamic work scenario, the acquisition and development of specific competencies has taken on unprecedented relevance. The premise that skills and aptitudes surpass academic qualifications is an unquestionable reality in today’s business world. For those in the Human Resources field, it is essential to understand the competencies most in demand by the different professional profiles, in order to guide candidates towards sustainable job success.w

The rise of the competency profile

The concept of competency profiling has become essential in the identification and evaluation of talent in selection processes. This approach goes beyond mere technical skills, delving into the behaviors and capabilities that are key to success in a specific job position. It is a description that anticipates how an individual can contribute to the achievement of organizational objectives from his or her position.

At the heart of competency-based selection is customization. Each company, with its unique corporate culture and specific goals, is looking for candidates who not only possess technical skills, but also fit with the organization’s environment and values. This is where the role of HR professionals becomes crucial, identifying the specific needs of each position to find the most suitable talent.

Selection of talent by competencies

What do recruiters want to see in a job interview? Ask Eva Porto Soto to, specialist in the work environment at Top Voices Employment 2023 – LinkedIn News-Spain Employment Objective.

“They will want to see your motivation and evaluate if you have the soft skills or soft competencies needed to perform that position successfully. Among the most in-demand are teamwork, communication skills, commitment, emotional intelligence, adaptability and problem-solving. And how do you demonstrate that you have them? Establish which ones are relevant to your position and then identify anecdotes or past experiences where you have put them into practice,” says the psychologist specializing in Human Resources.

The development and assessment of personal and social skills is gaining more and more relevance in selection processes. It is vital to understand – in order to effectively advise those seeking to enhance their professional profile – the most in-demand competencies in today’s job market.

Competency-based employment profiling: A Guide for HR Professionals

Selection by competencies involves a personalized process, in which the needs of the company’s job position are identified in order to find the human talent best prepared to perform it successfully. Each company has its own corporate culture and objectives, but there are professional competencies – specific, transversal and personal – appropriate to each professional profile.

El Observatorio de las Ocupaciones del SEPE – Servicio Público de Empleo Estatal SEPE co de Empleo Estatal en España – estudia cada cierto tiempo los perfiles profesionales de la oferta de empleo a partir de las actividades económicas y ocupaciones con mejor comportamiento en el empleo y con mejores perspectivas de en el mercado de trabajo. 

The Observatory of Occupations of the SEPE – Service Public Employment State SEPE co of State Employment in Spain – periodically studies the professional profiles of the job offer according to the economic activities and occupations with the best performance in employment and with the best prospects in the labor market.

For each of the professional profiles, a characterization of the job offer is made, including the working conditions proposed by employers and the specific competencies, skills and personal competencies required of the candidates, in addition to the training and experience required. It also includes the main labor indicators of the professional group of the profile, in order to contextualize it in the labor market, analyzing its behavior, evolution, market entry and exit mechanisms, mobility, etc. Finally, the occupations analyzed in the profiles, the functions they perform and some aspects of their training are included.

Technology at the service of competencies

In the current technological and digital paradigm, reflection arises on the possibility of assessing the skills in demand through the use of the technology at our disposal. Personalization in the identification of key professional competencies could greatly benefit from tools that facilitate data collection and analysis, thus contributing to a more efficient and accurate process in the selection of talent.

The convergence between the personalization of competency-based selection and the potential of technology facilitates this process, opening up a promising horizon. The ability to assess competencies more efficiently, accurately and reliably with technological tools could represent a significant advance in the search and selection of talent, opening up new possibilities for a more effective integration of people in the current labor context.


If you are interested in a technology capable of selecting talent by competencies discover Human AI and request our demo: https://tu-demo.humanaitech.com/

Ranked among the 100 fastest-growing AI startups in 2023

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Would you like to meet the 100 AI startups that are changing the way we work with their innovative solutions?

Generative AI, LinkedIn’s AI community backed by industry AI experts, has identified the 100 fastest growing AI startups in 2023. These startups are pioneers in the application of AI. “They’re not just riding the wave of AI evolution; they’re actually creating it, from neural networks that mimic the human brain to algorithms that predict the unpredictable,” and Human AI is one of them.

“This is not just a list; it is a narrative of progress, a testimony to human ingenuity and a roadmap to the future shaped by AI.”

These 100 startups show us how AI can improve our productivity, our business and customer relationships, and our creativity. This is not exclusive research for those deeply entrenched in the AI sector. “Whether you’re an investor looking for the next big breakthrough, a professional tracking industry trends, or just an AI enthusiast curious about the future, there’s something here for you. So grab a coffee, find a comfy spot and dive into the world of the TOP 100 fast-growing AI startups of 2023. It’s more than research; it’s a window into the future and the view is nothing short of extraordinary” notes the Generative AI article.

The startup that helps to understand and develop your well-being

Human AI is a startup that offers an artificial intelligence assistant to perform immediate analysis of socioemotional competencies from texts in a person’s natural language, avoiding self-perception bias and tedious traditional questionnaires. It provides valuable, reliable and immediate information about your strengths and areas for improvement, offering personalized recommendations to enhance your personal and professional development. Whether you are a student, a professional, an educator, a coach, an athlete, a psychologist or a team leader… Human AI helps you to improve the performance, satisfaction and well-being of the person being evaluated.

Y ¿cómo funciona Human AI? Con tan sólo un texto de 1000 palabras, obtendrás los resultados de 35 parámetros de personalidad y competencias socioemocionales (SES) comparados con una amplia base de datos mundial. Human AI utiliza tecnología innovadora, particularmente Inteligencia Artificial, Procesamiento del Lenguaje Natural (NLP) y Aprendizaje Automático (ML), para analizar el texto de entrada, entender el perfil psicológico y emocional de la persona y generar un informe inmediato de personalidad y competencias socioemocionales.

And how does Human AI work? With just a text of 1000 words, you will get the results of 35 personality parameters and social-emotional competencies (SES) compared to a large global database. Human AI uses innovative technology, particularly Artificial Intelligence, Natural Language Processing (NLP) and Machine Learning (ML), to analyze the input text, understand the person’s psychological and emotional profile and generate an immediate personality and social-emotional competencies report.

If you are interested in learning how Human AI works, request our demo! 👉🏼 tu-demo.humanaitech.com 👈🏼

Unicorns and mythology in HR: demystifying AI

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Is artificial intelligence (AI) going to advance as fast as it is thought, or will it take time to become part of the business fabric and its practical application in HR?

This and several other questions were addressed in the webinar “Unicorns and mythology: demystifying AI” with the panelists: María Beunza, CEO at HumanAI Tech, Diego Montenegro, CEO of Hemisferios University, Alex Uriarte, Director of People and Culture at IED and the moderator and organizer of the session, Álvaro Galán Ocampo Senior, Product Marketing Manager at Sage, a company focused on providing technology solutions for companies and facilitating professional life in accounting, billing and human resources tasks.

AI in HR: great enthusiasm, little application 

Despite the great enthusiasm surrounding AI, its breakthrough into the business fabric remains limited, according to Álvaro. He highlighted data that illustrate this gap between the high investment in AI research and development and its current limited practical application in organizations. According to data presented, by 2023, investment in artificial intelligence reached $92 billion, yet only 5% of HR leaders reported having AI solutions implemented, while 60% engage in discussions about the possibilities of AI in their companies. This disparity raises the question: will AI advance as fast as predicted?

Diego highlighted another gap: that between the rapid evolution of human intelligence simulation and our linear cognitive growth. “One of the biggest challenges is to understand how we are going to incorporate AI in HR, what scope it is going to have and how it is going to benefit the person, who should be at the center,” said Montenegro.

Experts noted that while AI has been the subject of growing interest, its true scope has only just begun to be glimpsed. In 2023, “the veil has been lifted, and there is now a lot of interest in AI. But AI has been in the works for many years, there’s a lot of investment behind it, and we’ve started to see just the beginning of a scope that’s going to change the whole paradigm in people management,” Alex noted. “Generative AI has made some people think that AI is magic but no, it’s science, it’s technology and there are practical applications,” says Maria, CEO of Human AI Tech.

Strategic importance: people and technology

The fusion of technology with organizational culture and purpose is fundamental to take advantage of the strategic impact of AI, so “beyond the enthusiasm, what is the strategic importance of the application of AI in organizations? Where does it fit in terms of the culture and purpose of organizations? Does it have utility? What impact can it have on issues of leadership, creativity…?”, Ocaña said.

The first paradigm in technology organizations, according to the Manager of the University of the Hemispheres, is to continue to have a people-centric culture. He argues that people are not simply an area within organizations, but constitute the essence of their culture. In this sense, Artificial Intelligence (AI) and emerging technologies must be integrated into the organizational culture, which must always have people at its core. This approach therefore implies a change of mindset: technology and AI are not merely activities or areas within an organization, but cross-cutting elements that drive and affect the entire organization and all the people within it. Leaders promote a purpose, and the organization’s DNA must be imbued with ethics, values, social responsibility, and now also the adoption of technologies, innovation and creativity.

Alex Uriarte emphasizes that the adoption of technologies must have a positive impact, contributing to the progress of the organization and people. He proposes that we should be “technology drivers”, incorporating it as an integral part of our processes. He talks about learning, change management, culture and people, and argues that these should be our business and should be on the agenda of all organizations.

Collaboration or substitution?

On the question of collaboration or replacement, several questions were raised: will technology replace us, how do we partner with AI, will we be able to make use of collaboration with technology to help us go further together?

It’s a fact, technological advancement is ever accelerating. “There are many techno-skeptics in organizations,” says Diego, “we also have those who want to learn and there are those who have already incorporated this technology. Technology can be the glue that can unite in a network the different departments, areas and watertight compartments that we sometimes have in organizations. There will be tasks that can be replaceable, but human creativity plus the creativity of machines – in quotation marks – will generate super-creativity”.

Maria added that resistance to change has always existed and that fear of substitution is human. However, “as we learn more, we eliminate fear, because fear paralyzes. That is why it is necessary to inform, train and demonstrate. It is important to ask questions, to cultivate our critical spirit in order to know how to supervise. Knowledge and judgment will continue to make a difference, and these technological tools will make us better and will suggest many new approaches. AI will make mistakes, in fact, it makes them, that’s why the role of the human as a supervisor and, in a way, responsible for everything that happens is necessary.”

It is crucial to understand where AI can be a great partner in building a better model and better welfare for people.

HUMAN AI Tech’s technology

In your work at Human AI – says Álvaro – in relation to companies that acquire or are considering acquiring your artificial intelligence, how do you perceive the response when you present them the capabilities provided by your AI?

“We offer services that are possible thanks to technology, technology is an instrument to generate value. When people understand an application and in our case that it helps them decide better, they gain a lot of time, that allows them to make decisions and do analysis with predictions even but also adapt and personalize… when they see the value it brings them and they see the time savings it brings in terms of efficiency, they see it positively. Then the esoteric magic part – “this gets it right!” – as they say, they’re surprised and they’re reassured.”

If you want to listen to the full session click on this link and if you are interested in learning more about how Human AI Tech can transform your organization, request our demo! 👉🏼 tu-demo.humanaitech.com 👈🏼

Artificial Intelligence and Education: how to seize the opportunities and meet the challenges?

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The emergence of Artificial Intelligence in education may become one of the most relevant technologies both to optimize the teaching activity and to better respond to the needs of students.

As has been the case in history with all disruptive innovations, the advent of artificial intelligence has generated an intense debate with conflicting opinions. On the one hand, there are those who see AI as a powerful tool to improve education and to more efficiently and effectively personalize learning – both cognitive and socioemotional. On the other hand, there are those who fear that AI could have negative effects on education, such as exacerbating inequalities or eliminating jobs, and are wary of its consequences in terms of ethics, privacy and security.

The complexity of the issue, and perhaps the uncertainty of the future, involves many factors and perspectives and calls for a careful, informed, critical and balanced approach that takes into account both the benefits and the concerns. How to harness its benefits and address its risks in the field of education?

The Beijing Consensus: A Roadmap for a Technological and Educational Future

In 2019, the “Beijing Consensus on Artificial Intelligence and Education” became the first document in history to compile advice and recommendations on how to get more out of AI technologies in Education and how to address its challenges. The Consensus was adopted during the International Conference on Artificial Intelligence in Education, and was attended by more than 50 ministers, international representatives from more than 105 Member States and over 100 representatives from UN agencies, academic institutions, civil society and the private sector.

The Beijing Consensus is based on the principle that the deployment of AI technologies in education should aim to enhance human capabilities and protect human rights for effective human-machine collaboration in life, learning and work, and for sustainable development. It further states that the systematic integration of AI in education makes it possible to address the biggest challenges in education today, as well as to innovate in teaching and learning practices and ultimately accelerate achievements in reaching the Sustainable Development Goals (SDGs).

“Artificial intelligence can be a great opportunity to accelerate the achievement of the Sustainable Development Goals. But every technological revolution brings with it new imbalances that we must anticipate.”

Audrey Azoulay – Director General of UNESCO

Recommendations to take advantage of opportunities and face challenges

The Beijing Consensus offers a series of recommendations – still very much in relevance today – considering the possibility of implementing the recommended measures in response to the opportunities and challenges presented by artificial intelligence in relation to education:

  • Planning for artificial intelligence in educational policies: considering its multidisciplinary nature and impacts, aligning its use with public and educational policies, adopting integrated and participatory approaches, setting strategic priorities according to the SDGs, planning and implementing systemic strategies; taking into account financial needs and resources, and leveraging its potential to combine and analyze data sources to improve the efficiency of decision making.
  • Artificial intelligence for education management and delivery: Harness the potential of data and artificial intelligence to improve the planning, management and delivery of education, and to introduce new models of education and training that are more equitable, inclusive, personalized and tailored to the needs of different educational actors (students, teaching staff, parents and communities).
  • Artificial intelligence to support teaching and teachers: Emphasize the importance of human interaction and collaboration in the educational process, and defend the rights and working conditions of teachers. Review and define the roles and competencies of teachers, and strengthen their education and training to adapt to educational environments with artificial intelligence.
  • Artificial intelligence for learning and learning assessment: Use AI to improve learning and learning assessment, both in curricula and methodologies. Apply or create artificial intelligence tools that are beneficial and safe, that facilitate learning in different areas and that develop interdisciplinary competencies and skills. Support experiments and innovations in schools, and use data to assess student competencies at different levels.
  • Developing values and competencies for life and work in the age of artificial intelligence: the need to develop values and competencies for life and work in the age of artificial intelligence, taking into account the changes it brings about in the labor market and society. Update and develop curricula and qualifications to integrate AI-related competencies, as well as improve the acquisition of AI core competencies at all educational levels. Support higher education and research institutions to develop local talent in artificial intelligence.
  • Artificial intelligence to provide lifelong learning opportunities for all: advocate for SDG 4 – lifelong learning as the guiding principle to ensure quality education for all. Adopt and leverage artificial intelligence to facilitate personalized, flexible and recognized learning, and to be able to develop the necessary standards, values and skills for older people, women and workers to enable them to remain active for as long as they wish and to participate in their societies.
  • Promoción del uso equitativo e inclusivo de la inteligencia artificial en la educación: promover el uso de la inteligencia artificial en la educación de manera equitativa e inclusiva, para garantizar el derecho a la educación de todos los grupos, especialmente los más vulnerables. Evitar que la inteligencia artificial aumente la desigualdad o discrimine a las minorías, y a facilitar el aprendizaje de los estudiantes con dificultades, con necesidades especiales o que hablan otro idioma.
  • Inteligencia artificial con equidad de género e inteligencia artificial para la igualdad de género: reducir la brecha de género en el campo de la inteligencia artificial, tanto en el desarrollo como en el uso de sus aplicaciones educativas. Eliminar los sesgos de género en los datos y las herramientas de inteligencia artificial, y fomentar la participación y la capacitación de las mujeres y las niñas en este sector.
  • Ensure the ethical, transparent and verifiable use of educational data and algorithms: consider the ethical, legal and social aspects of data and algorithms used in artificial intelligence for education. Adopt measures to prevent bias, protect data privacy and security, and regulate the development and use of artificial intelligence tools for educational purposes. Encourage research on the potential negative effects of artificial intelligence on human rights and gender equality.
  • Monitoring, evaluation and research: stress the need for systematic studies on artificial intelligence in education, both in its positive and negative aspects. Support interdisciplinary research, innovation and analysis on AI applications, as well as foster international cooperation in this field. Develop monitoring and evaluation mechanisms to measure the impact of artificial intelligence in education and guide educational policies.

As a conclusion….

With the Beijing Consensus as a roadmap, the horizon of integrating artificial intelligence (AI) into education is emerging as both a major challenge and an unprecedented opportunity. The recommendations of the Beijing Consensus stand as fundamental pillars for harnessing the opportunities that AI offers in education, while diligently addressing the inherent challenges. The key lies in the ability to merge the transformative power of artificial intelligence with the power of fundamental human rights and values.

Algorithms and rights. Privacy and Data Protection Copy

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“TikTok fined $15.9 million for misuse of children’s data in Britain”; “Meta fined $1.3 billion for violating EU data privacy rules”; “Italy finds OpenAI violates users’ privacy”….

These and many other news about leaks of personal information, the indiscriminate use of data by technology companies and the advance of AI and its algorithms trained with data; put on the table the need for a reflection on the ethical and legal limits in this field of data protection and privacy.

PRIVACY AND PROTECTION

Privacy and Data Protection – although closely related realities – are recognized as two distinct rights, requiring different legal protection.

In the European Union, human dignity is recognized as an absolute fundamental right. Within this notion of dignity, privacy or the right to a private life, being autonomous, having control of information about oneself play a key role. Privacy is not only an individual right but is also considered as a social value. That is why privacy is recognized as a universal human right – almost every country in the world recognizes it in some way, in its constitution or in other regulations – while data protection does not (at least not yet).

On the other hand, the notion of data protection originates from the right to privacy and has the precise objective of guaranteeing the fair processing (collection, use, storage) of personal data by both the public and private sector of any information relating to an identified or identifiable natural person.

Therefore, privacy and data protection are two rights established in the EU Treaties and in the Charter of Fundamental Rights of the European Union.

The right to privacy, and specifically the right of the individual with respect to the processing of personal data, are of great relevance in today’s digitized world. The right of an individual to control his or her personal data and the processing of such data guarantees personal autonomy and protects the personal sphere.

IA, ALGORITHMS AND DATA

Considered the fourth industrial revolution, the advance of artificial intelligence is leading to major transformations in fields as diverse as medicine, education and business. However, this progress comes with its share of controversy.

Massive data collection is essential to train AI algorithms and improve their performance. This training practice raises ethical and legal dilemmas about how they should be handled and stored. The indiscriminate collection of data by companies and governments, often without the proper consent of users, generates some mistrust and concern and highlights the urgent need for stricter and more effective data protection regulations.

Finding a balance between data protection and the progress of technology may not be an easy task. As innovation and technological development harnesses the full potential of artificial intelligence, it is necessary to ensure the privacy and security of users in a world that is already so heavily invested in virtual reality.

REGULATION AND ETHICS

It is crucial – in this regard – that governments, companies and society as a whole work to develop effective ethical and legal frameworks that protect the rights of individuals without having to put the brakes on responsible innovation. Laws and policies that promote transparency, accountability and informed consent in the handling of personal data are needed.

Large technology corporations that handle massive amounts of personal information must be ethically responsible and transparent in the use they make of this data; previously requesting the user’s clear consent through a conscious action and being able to know the processing, use and storage of their data. It is essential to be aware that without consent, there should be no processing.

Ultimately, the debate on data protection, the digital age and artificial intelligence is a reflection of the ethical and social challenges we face in the 21st century, a century marked by a digital and technological reality, a virtual reality so real that it may come to know us better than our own family.

Therefore, it is necessary to address these challenges with responsibility and a vision of the future, always seeking a balance between technological progress and respect for the fundamental rights of individuals.

HUMAN AI Y EL USO DE DATOS 

At Human AI we have developed a code of ethical conduct to which Human AI clients adhere in order to access our services. This code establishes the legal and ethical responsibilities associated with the use of the data obtained when using Human AI. Our code of conduct reflects the guidelines of the American Psychological Association, the recommendation of the Beijing Consensus on Artificial Intelligence and Education, the ethical principles of the Digital Bill of Rights and the Commission on Evidence of the Higher Council of Psychology.

At Human AI:

  1. All persons whose texts are analyzed are anonymized with a code.
  2. Personal identification data is never used, only the code assigned to each person, not even in the final report.
  3. The text that is entered and analyzed by the AI has no identifying data (surname, place of residence, etc.).

If you want to know how Human AI works request our demo 👉🏼 tu-demo.humanaitech.com

The keys of Human AI: who we are and what we do – Webinar Copy

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“Human AI was born as a research and development project; it started mainly in the world of education,” explained María Beunza in the webinar on January 29th, in which we presented first-hand the fundamentals and uses of our tool.

The webinar followed the outline and structure of our White paper. But what is a white paper? A white paper is a specific type of divulgative material that contains data, information, facts and research that validate the content of a specific product or service; in our case: our tool of inteligencia artificial aplicada a la valoración de la personalidad y las competencias socioemocionales. 

Understanding Human AI

In this webinar María Beunza – CEO of Human AI – firstly explains what HumanAI is and what areas of application it is currently having. Then our guest of honor, María Orellana, HR Director for Spain, Portugal and South Africa at Aon, explains the OCEAN Personality Model that underlies everything we do at Human AI, the implications and how it is used both in business and in many other areas. Meanwhile, Juan Tuñas – head and coordinator of Artificial Intelligence at Human AI – unravels what is behind the algorithm (psycholinguistics and language) and how our AI works, which is not magic but science. Finally, Iñigo Benito – Innovation Manager – shows us the new functionalities that the application has and will have.

In both the webinar and the white paper you will learn about who we are, what we do, the different areas of application of Human AI, our differential value and our foundations. Do not miss this opportunity to learn more about Human AI, an innovative tool that will help you enhance your human development.

If you are interested in testing Human AI’s functionalities, click here to request a demo 👉🏼https://tu-demo.humanaitech.com/