Personality, culture and innovation

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Personality, Culture and Innovation: Relationships between Personality Traits and National Innovation Scores

Innovation is a complex process that requires a range of skills and characteristics such as creativity, problem-solving ability and strategic vision. Is it possible that personality also plays a role in innovation? And in culture?

Historically, the belief in the variability of personality traits according to geographic location has been held, an assumption that has aroused deep interest in the academic community. However, systematic exploration of the global distribution of personality profiles has received little scrutiny to date.

Studies conducted at the nation-state level open a door to understanding how collective personality characteristics can influence a country’s ability to innovate. This is not only relevant from an academic point of view, but also has practical implications for governments and institutions seeking to drive economic growth through innovation.

OCEAN Model

The results of a large body of academic research show the benefits of using the five-factor personality model to accumulate and communicate empirical findings. The findings have numerous implications for research and practice in personnel psychology, especially in the subfields of selection, personnel training and development, and performance evaluation.

An essential aspect of this analysis is the relationship between “Openness to Experience” and innovation. The results suggest a strong positive correlation between Openness to Experience at the national level and innovation scores in terms of both input and output. This indicates that societies that value creativity, curiosity and exploration tend to be more innovative.

On the other hand, “Agreeableness” is also positively related to innovation inputs. This suggests that nations where people are more friendly and cooperative may be prone to collaborate on innovative projects and generate an environment conducive to the development of novel ideas. This has important implications for promoting collaboration and teamwork in education and business.

In contrast, no significant relationship was found between “Conscientiousness” and innovation inputs or outputs. This may indicate that perseverance and self-regulation, while valuable at the individual level, may not be as directly related to innovative successes at the national level.

Research therefore suggests that certain personality traits, such as openness to experience and friendliness, are associated with a greater capacity to innovate. At this point, it is essential to mention the educational ecosystem as a formative and transformative agent capable of creating an innovative learning environment.

It is interesting to note that the results differ when only one type of data or parameter is used; underlining the importance of using accurate and reliable measurement instruments in research, as they can affect conclusions and policy recommendations.

Towards a geography of personality traits

Other research also suggests that cultures can influence innovation. Cultures that value creativity, experimentation and cooperation may be more likely to generate innovative ideas.

The results obtained indicate that distance from the equator and average temperature do not exhibit significant relationships with personality factors. However, when cluster analysis and multidimensional scaling techniques are applied, interesting patterns are revealed. It can be seen that geographically close cultures tend to share similar personality profiles, suggesting the existence of cultural and geographic influences on the formation of collective personality traits.

A particularly relevant finding is the distinction between European and American cultures, on the one hand, and Asian and African cultures, on the other. The former exhibit higher levels of extroversion and openness to experience, but lower friendliness. This dichotomy points to the importance of considering cultural and regional factors in the study of personality traits at the global level.

However, it is important to emphasize that the differences observed between cultures could derive from multiple sources. Genetics and cultural characteristics are just some of the potential influences. To further elucidate the origins of these geographical divergences in personality traits, acculturation studies and the analysis of other natural experiments that address this complex phenomenon are required.

Fostering innovation to drive growth

Research on the relationship between personality, culture and innovation reminds us that innovation is not simply a product of investment in research and development, but is also rooted in people’s psychology and cultural dynamics. Therefore, governments and financial institutions interested in fostering a country’s economic growth need to consider promoting environments that encourage openness to experience, collaboration and creativity. This could translate into promoting soft skills education, diversity and inclusion in the workplace, and investing in the creation of workspaces that foster creativity and collaboration.

These findings therefore provide a valuable starting point for future research and raise significant questions that transcend the boundaries of psychology and geography. By deepening the understanding of the relationship between personality, cultures and geolocation, the foundations are laid for the development of more informed policy and educational strategies that stimulate innovation on a global scale.

IRIS Award for Best Digital Collaborative Project

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IRIS, Digital Innovation Pole of Navarra has recognized HumanAI Tech with the I IRIS Award in the category of ‘Digital Collaborative Project’ in joint candidacy with the Institute of Data Science and Artificial Intelligence (DATAI) of the University of Navarra.

I Edition of the IRIS AWARDS for digitalization

The IRIS awards – organized by the Digital Innovation Pole of Navarra (IRIS) – annually recognize and reward the best initiatives and projects in the field of digitization, serving as a platform for dissemination and promotion of digital transformation in companies, entities and organizations in Navarra.

“We want this Digital Innovation Pole not only to be a place of work, but to constitute an ecosystem in which innovation and technology coexist, bringing all this knowledge to companies, research and citizens so that it translates into tangible benefits for the whole of Navarre.”

Speech by Juan Cruz Cigudosa Cigudosa, Regional Minister of University, Innovation and Digital Transformation of the Government of Navarre

More than 150 people attended the presentation of these awards, promoted by the Government of Navarra with the collaboration of Navarra Foundation for Excellence. The master of ceremonies of the gala was DIGITALIX23, a robot that talked to SIRI to the surprise of the more than 150 people attending the event, “an act that has combined both people and technology with the aim of humanizing the latter,” reports Diario de Navarra. After the gala, a networking space was opened and a lunch was offered to all attendees.

Five award-winning entities

The jury of the Awards was made up of professionals belonging to IRIS Governing Committee members such as ADItech, AIN, Animsa, CEIN, NASERTIC, SODENA, TRACASA and the Government of Navarra, evaluating all 61 applications received and awarding prizes in 5 categories to the following companies and entities:

  1. Best Digitalized Company: NEXXYO LABS. Company that has developed and applied internally global transformative strategies, based on disruptive technologies such as blockchain in the gaming and industrial sectors.

2. Best Digital Collaborative Project: HUMAN AI, DATAI, Jesuitinas Pamplona and Navarre Employment Service. For the creation and co-design together with educational centers and training and employment entities of a solution based on artificial intelligence for the characterization of personality and socioemotional competencies from written texts, as an alternative to traditional assessment methods, avoiding the biases of self-perception and social desirability.

3. Best Digitalized Commerce: Montse’s Soaps. An artisan soap-making company awarded for adapting a traditional business model to the digital world.

4. Best Digital Public Institution: Mutua Navarra. For revolutionizing radiology services by implementing a digital system that achieves greater accuracy in diagnosis, improving the quality of life of patients

5. Digitalization of the Third Sector: ONCE NAVARRA. For improving the quality of life of blind people thanks to the implementation of digital actions (digital platform of biometric signature by voice with full legal validity).

In 2019, research and development began together with educational centers, technology companies and researchers from the Academy. In 2021 HumanAI Tech was launched and in 2022, together with the Institute of Data Science and Artificial Intelligence of the University of Navarra, we began to walk the path of collaboration and stable co-creation that is not only essential to achieve the objectives of the company but are part of the DNA of Human AI.

“Human AI puts technology and Artificial Intelligence at the service of human development. Therefore, we seek to support professionals and organizations with information on Socioemotional Competencies, helping them to act where it really matters. This award recognizes that the innovation in transfer that we do at the University can become tangible and benefit society”.

Iván Cordón, Innovation Director of DATAI.

Best Collaborative Project Award 

For his part, Roberto Aguirre, CTO of Human AI, in his speech of gratitude, mentioned the boost that the collaboration and co-creation ecosystem of the company is receiving from Latam. “This award is also for the entire community on the other side of the ‘Charco'”; especially to our advisor in Argentina Melania Ottaviano for “trusting in our enthusiasm to improve the world a little, creating a digital and purposeful company”.

The award was presented by Agurtzane Martínez, General Director of Science, Technology and Innovation; and Delia Sola, Director of Strategic Project Services of the S4. On stage were Mercedes Vilches, head of the Innovation and Experimental Projects Section of the Navarra Employment Service; Ángel Estanga, coordinator of the Educational Innovation Team at Jesuitinas; Roberto Aguirre, co-founder and CTO of Human AI; and Iván Cordón, director of Innovation at DATAI University of Navarra.

Beyond Human AI

The Polo IRIS award for ‘Collaborative Project’ is an award that goes beyond the Human AI ecosystem; it reaches out to all the people, organizations and institutions that have enabled the development of the purpose of Human AI: organizations and institutions that are already part of an open and stable innovation ecosystem.

A purpose that is intimately related to human development and decision making of professionals where it really matters: education, employment, high performance sports, personal well-being and even in applications such as mental health, justice administration or public employment services.

With this distinction, Human AI consolidates a leading position in the practical application of artificial intelligence in the service of human development, contributing to the growth of individuals and organizations in the digital era. Human AI’s proposal goes beyond its own innovative ecosystem by putting artificial intelligence at the service of human development and society.

Noticias en medios:

Europa press: Nexxyo Labs, Human AI y DATAI, Los Jabones de Montse, Mutua Navarra y Once, ganadores de los Premios IRIS Digitalización 

Diario de Navarra:  Nexxyo Labs, Human AI y DATAI, Los Jabones de Montse, Mutua Navarra y Once, ganadores de los Premios IRIS 

IrisNavarra: Nexxyo Labs, Human AI y DATAI, Los Jabones de Montse, Mutua Navarra y Once, ganadores de los premios IRIS a la digitalización 

Navarra.es: Nexxyo Labs, Human AI y DATAI, Los Jabones de Montse, Mutua Navarra y Once, ganadores de los premios IRIS a la digitalización 

Navarra Capital: Las cinco empresas y entidades ganadoras de los Premios IRIS a la digitalización 

AI and Emotional Education – SIMO EDUCATION

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Under the slogan “Education in the age of Artificial Intelligence: exploring new frontiers” SIMO EDUCACIÓN – the International Exhibition of Educational Technology and Innovation – brought together in November the leading brands in technology and cutting-edge digital content, publishing groups, technology distributors, and educational content and management platforms.

This technological and educational event – organized by IFEMA MADRID and with the collaboration of Educación 3.0 – presented to the teaching community the progress of teaching and learning processes, school management and education and training, with a wide range of content aimed at all stages of education. This last edition was attended by 125 companies from 11 countries and was visited by around 10,000 professionals.

CUATRO PILARES 

A presentation that shows the current and future trends in which technology, innovation and pedagogy play an essential role, both in the teaching activity and in the progress towards quality education, fostering creativity, motivation and emotional well-being of students, as well as market opportunities and innovation in the sector.

All of this is aligned with the UNESCO 2021 report, which refers to the transformative capacity of technology and innovation in education systems and the need for the commitment of all stakeholders, including governments, educators, learners, civil society and the private sector.

In this context, SIMO EDUCATION 2023 has focused on four pillars:

  1. Technology and innovation for the classroom and learning, attending to its value for the classroom and the improvement of student performance;
  2. The potential and weight that eSports are gaining in the education sector as a tool to motivate students and improve their skills;
  3. Mental health-emotional education, aligned with the World Health Organization;
  4. and Dual Vocational Training, which has proven to be effective in preparing young people for the workplace.

In a transversal way, the aim was to make visible the applied artificial intelligence, a technology that is transforming education and that allows to personalize learning according to the needs of each student.

AI and Emotional Education

Socioemotional competencies are fundamental in the personal and professional development of students and, although scientific evidence and international organizations such as the OECD and the EU emphasize their importance, assessing them has always been a challenge for teachers.

In this context Human AI enters SIMO EDUCATION as one of the eight technological innovation startups presented in the space SHOW UP! An area dedicated to give visibility to entrepreneurs with new technological proposals for the education sector.

Human AI is a technology and innovation tool at the service of emotional education, a solution that combines AI and psycholinguistics capable of evaluating, assessing and developing the personality and socioemotional competences of students from written texts offering objective, immediate and reliable personalized reports.

The Human AI team was in one of the booths of the SHOW UP! space showing how technology at the service of education can help to personalize and develop the socioemotional education of students.

If you want to know more about Human AI, visit our website or click on our white paper and if you want to know how it works, ask for our demo!

AI Applied to Higher Education and Employment

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“Hemispheres University hosted the “AI Applied to Higher Education and Employment” event, an initiative that explored innovative practices to advance equity through the application of artificial intelligence. The event was driven by a collaboration between the School of Government, the Institute for the Development of Culture and Society (IDECS), Red Winn and Human Al, creating a space for dialogue to share key ideas and perspectives on technological equity.

Gabriela Rodriguez, Dean IDECS opened the event with welcoming remarks and gave way to the panelists. Diego Ignacio, CEO of UHE, presented the impressive capabilities of artificial intelligence to redefine the way we learn. Emphasizing that its proper use can be a powerful tool for building a more inclusive world.

María Beunza, CEO of Human AI tech, addressed the importance of implementing artificial intelligence in the educational ecosystem. During her speech, she highlighted how technology can act as an essential enabler to ensure equitable opportunities both in higher education and in the workplace.

The event concluded with an enriching question and answer session, where attendees had the opportunity to interact with the panelists and delve deeper into the topics presented.”

*UHE Review

How to evaluate and enhance the entrepreneurial profile

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Entrepreneurship is a long-distance race: it requires a great deal of passion, effort and commitment. There is also a critical success factor in the whole process: the well-being and emotional state of the entrepreneur. Is it possible to evaluate and enhance the entrepreneurial profile?

Emotionally balanced entrepreneurs are better able to make good decisions, manage stress, anxiety and be able to build solid relationships. The emotional well-being of entrepreneurs is a fundamental ingredient for the success of the company, the team and the entrepreneur himself. Entrepreneurship is not only a matter of economic growth, it is a matter of personal transformation.

Are entrepreneurs born or made?

In the discussion about whether leaders or entrepreneurs are born or made, there is a clear question: there is a combination of genetic and social factors at play. There is a part of the personality that is influenced by genetic factors, but there is also a part that can be developed through experience, learning and the development of competencies in relation to the entrepreneurial profile.

As pointed out by Javier García Manzanedo, an expert in the psychology of entrepreneurship: “Entrepreneurs are made, without a doubt. There is a genetic part and a social part. If the person has seen entrepreneurship in his or her environment, he or she tends to… but you learn, you learn to be an entrepreneur”. As research shows, personality plays a key role in innovation and entrepreneurship.

Athletes of a marathon, athletes of their own business

Entrepreneurship is a challenging activity, with a high level of commitment, stress, investment in time, dedication, effort, money… the price of being an elite athlete is comparable to the price of founding and running a new company.

Entrepreneurs face a wide range of challenges, from financial uncertainty, negotiation with investors to possible rejection by customers. Economic challenges are in turn accompanied by their own life and personal challenges – from mental and emotional balance; challenges as important, if not more so, as formulating a business plan or obtaining financing. What is at stake is not only money, it is the person.

It is essential to look at the complex emotional functioning of entrepreneurs and to be able to provide them with the necessary tools to create healthier contexts, both financially and emotionally. Two factors, in fact, inseparable.

Relevance of the human factor

Defining a business plan, assessing its viability, creating a market niche, managing marketing, financing and investment strategies… all these technical skills are essential for entrepreneurship. At the same time, socioemotional skills (SES) play a vital role in achieving success, a success achieved from personal and business satisfaction, that is, learning to leave your skin in the game, without leaving anyone behind.e

There is a high percentage of startups that fail due to the human factor, hence the profile of an entrepreneurial person must have tolerance to stress, risk, have autonomy in decision-making, be self-sufficient, at the same time know how to listen, know how to advise, learn to locate success or failure in the decisions taken and not in luck, etc.

But is it possible to evaluate, measure and even enhance the psychological characteristics that define an entrepreneurial profile? Because if we are able to evaluate and measure the personality of the entrepreneur we will be able to predict possible future failures or successes, we will be able to develop the psychological areas likely to become obstacles, we will be able to enhance the talents and strengthen skills, create a growth plan, support and training focused on their entrepreneurial profile. In short, we will be able to predict and optimize the success or failure of the project, because by empowering the person, we optimize the company. By fostering a “healthy mens” we will guarantee a prosperous business.

Evaluation of the entrepreneurial profile. Psychology of entrepreneurship.

From Human AI – making available the technology of artificial intelligence and the knowledge of psycholinguistics – we prepared a report with the most impactful competencies for the entrepreneurial profile: open-mindedness, intellectual curiosity, cooperation, boldness, self-confidence, assertiveness or cordiality, among others.

The report is based on two sources. On the one hand, a scientific evidence research has been carried out to evaluate the impact of socioemotional competencies (SES) on the entrepreneurial personality based on the OCEAN personality model. On the other hand, the assessment of the competencies is collected through a survey of 40 experts with experience in the world of entrepreneurship – entrepreneurs, businessmen, consultants, investors and academics – in which, based on their knowledge and experience, they have ranked them in order of importance for a person to develop an entrepreneurial profile. From both sources – scientific evidence and experts – they have established the groupings of competencies in order of importance: critical, relevant or necessary competencies. 

Thus, an ideal entrepreneurial profile will score high or very high (in green) all those belonging to the “OCEA”, i.e. the big four: Openness to experience, Conscientiousness, Extraversion, Agreeableness . On the other hand, those related to emotional dysregulation (Neuroticism), as they are inverse, will score low or very low.

The psychology of entrepreneurship allows, therefore, to evaluate the capacity for entrepreneurship, to demonstrate statistically and mathematically the entrepreneurial profile, to be able to access a report with an evaluation of those competencies that influence and impact on the entrepreneurial attitude of a person, and to be able to make decisions based on these evaluations. In short, to be able to work on the strategic business approach based on the socioemotional knowledge of the entrepreneur, in order to know how to guide him/her and how to empower him/her humanly.

“Words convince, example drags”

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With the slogan “Asociación Innovactoras“, its founder and president Maria Beunza Mijimolle, CEO of HumanAI Tech, took part in the first panel of the International Forum on “Women and Sustainability” hosted by the Universidad de La Sabana, an event whose objective is to make visible the role of Latin American women in social and environmental innovation, as well as their leadership at the scientific level in these fields.

Together with the other panelists – Diana Patricia Arenas Blanco, Rudy Salazar and Carina Soledad Gonzalez González – ideas, reflections, experiences and projects on the impact of women from the perspective of social innovation were brought to the table.

Women with impact in social innovation

Maria wanted to bring more than words, examples – one from each country where REDWINN is present – because for social innovation to be real, it has to have an impact on life and not just rhetoric.

“There are many women doing things, but they are not known. We have to start using references and people who inspire us in our reality today, in our context, in our way of living innovation,” said Maria.

Among the many examples of the Innovactoras network – Anana Muyu and AUGE Acceleradora in Ecuador, “Paz para Mambrú” in Colombia, Alwa Group in Peru, Dux Academy in Bolivia – “I cannot fail to mention our HumanAI Tech innovation laboratory – with which we work with educational centers, universities and different entities – so that artificial intelligence allows us to know and develop emotional competencies. This is linked to innovation and entrepreneurship, because in fact, we investigate and obtain very interesting data on the potential differences between men and women, when we link personality, innovation and entrepreneurship”.

In addition, Maria reflected how “global competition makes us all have a more integrating, more diverse, more international vision, beyond the mere male-female complementarity; and this is something that I think women should push for, this vision of diversity, of complementarity, beyond gender, far beyond, that is, also by generations”. “Hopefully we can work on joint projects, not only in research, not only in good practices, but also in application; and this is no longer a question of justice with respect to women, it is a question of the future, we have to invest in a future in which we are all there and which makes sense for everyone.”

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.


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