Connecting “AI and Emotions” in Education and Employment

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BEOK Project – “Emotions & Entrepreneurship Binomial”

On Monday, December 2, CIFP Carlos III hosted the event “Emotions & Entrepreneurship Binomial,” which highlighted the importance of emotions as a cross-cutting theme in education, employment, and personal well-being.

The event was part of the BE OK Project, an initiative aimed at promoting emotional well-being in the classroom, preventing bullying, and encouraging positive coexistence. Activities during the event included the “That Thing We Love” Monologue Contest and the roundtable discussion “Entrepreneurship with Heart,” featuring professionals from organizations such as AMEP, CAVI Cartagena, and ASES. Topics such as mental health and diversity inclusion were also addressed, with support from local authorities in Cartagena, including Cristina Mora Menéndez de la Vega, Councilor for the Department of Social Policy, Equality, and Family.



The Importance of Socio-Emotional Competencies


The presentation by Cristóbal Sánchez, FCT Tutor in Commercial Activities at CIFP Carlos III, offered a comprehensive perspective on the need to work on Social and Emotional Skills (SSES, Survey on Social and Emotional Skills) as the foundation for holistic education and each student’s professional development. Cristóbal emphasized that:

  • SSES can be trained, ranging from digital emotional literacy to emotional regulation, including skills such as empathy, resilience, and decision-making.
  • Neglecting emotional development has significant consequences, including mental health issues like anxiety and depression, interpersonal conflicts, and lower academic performance.
  • Working on emotions not only improves well-being but is also essential for professional success, enhancing resilience, motivation, and personal initiative.

He also highlighted that SSES have a direct impact on:

  • Academic performance – improving learning outcomes and reducing dropout rates.
  • Emotional health – lowering anxiety, bullying, and school absenteeism.
  • Employability – developing essential job skills such as empathy and collaboration.


It was also emphasized that there is a pressing need to train teachers in emotional education, update educational curricula, and leverage the current legal framework to integrate SSES as a core component of learning.



Human AI: AI in the Service of Socio-Emotional Development

In this context, our CEO María Beunza joined the event virtually to present Human AI as an innovative technological solution for assessing and developing socio-emotional competencies. María emphasized that evaluating SSES is not just an innovation—it is a necessity recognized by global organizations like the OECD and UNESCO to bridge education, employability, and well-being.

María shared how Human AI enables:

  • The evaluation of over 35 socio-emotional competencies without the need for questionnaires or traditional tests, providing accurate and objective results.
  • The transformation of language into data, and data into personalized reports that guide both educational institutions and HR departments in strategic decision-making.
  • The generation of practical insights for students, professionals, and organizations—enabling evidence-based decisions.
  • A deeper understanding of potential, helping students and professionals turn their talents into real impact by connecting socio-emotional skills to career success.

We are also proud to announce that CIFP Carlos III has joined our innovation lab by participating in the TutorIA Project. Alongside institutions such as Jesuitinas School and the Itínere Educational Network, this collaboration aims to foster students’ holistic development through the evaluation and strengthening of SSES.

We thank CIFP Carlos III for creating this space for reflection and innovation, allowing us to move forward toward a more human-centered approach to education.

AI & IB: Assessing Key Competencies

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The IB’s mission, centered on the holistic development of students, seeks not only academic success but also the formation of global citizens equipped with critical and socio-emotional skills—empowering them to become agents of change. In this context, Human AI’s artificial intelligence is a strategic ally for IB schools, offering an innovative tool to assess and develop the socio-emotional skills (SES) essential to achieving the core attributes of the IB Learner Profile. This evaluation is conducted using students’ natural language texts of at least 800 words—no traditional tests or questionnaires required—eliminating self-perception bias in the process.



A Holistic AI Approach: Competencies and IB Attributes

The IB defines ten key attributes that describe learners as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. These form the foundation of holistic learning and align closely with socio-emotional competencies.

Human AI has developed a tool that translates these attributes into measurable competencies—such as intellectual curiosity (inquirer), collaboration (communicator), and emotional regulation (risk-taker). This approach not only complements traditional academic assessment but also provides teachers and school leaders with a more comprehensive view of student growth.


Research from the University of Oxford’s Wellbeing Research Centre, in collaboration with the IB, reinforces the importance of student well-being for both academic and personal development. Recent studies show that a comprehensive approach to well-being in schools enhances motivation, engagement, academic achievement, and socio-emotional skills.



Evidence and Impact of Well-Being in IB Education


The Wellbeing in Schools in Childhood and Adolescence study by the University of Oxford highlights the relationship between student well-being and academic achievement across diverse educational contexts. Key findings include:

  • Well-being has a direct impact on academic performance, with effects observed in countries such as the United Kingdom, China, Chile, Australia, France, Germany, Bhutan, Mexico, and Peru.
  • Whole-school approaches to well-being improve both academic and socio-emotional outcomes, including mental health, self-esteem, motivation, and reduced dropout rates.
  • Effective strategies involve the participation of teachers, families, and the broader school community, along with the development of self-regulated learning skills.


The Wellbeing Impact Study further supports these findings, showing that school well-being initiatives have a direct impact not only on academic performance but also on student motivation and personal development.


These findings reinforce the role of tools like Human AI, which not only assess but actively promote more personalized and equitable education grounded in student well-being.



Human AI’s Contribution: Innovation in Assessment

Thanks to artificial intelligence (AI) and natural language processing, Human AI offers precise and objective assessments of competencies such as critical reflection, empathy, and emotional balance. This system is designed to align with the IB framework, supporting schools in:

  • Identifying each student’s strengths and areas for improvement.
  • Personalizing learning to meet the unique needs of every learner.
  • Fostering a culture of continuous feedback—an essential element of the IB’s pedagogical model. en el modelo pedagógico del IB.

By integrating Human AI, educators gain practical tools to translate the IB’s ideals into measurable outcomes, helping students reach their full potential.



Benefits of AI for IB Schools and Their Students

  • Personalized Learning – SES assessment helps teachers design instructional strategies tailored to each student’s profile.
  • Holistic Development – Students not only succeed academically but also build essential skills for their personal and professional lives.
  • Support for Educators – Human AI reports provide valuable insights to enhance teaching practice, including student-level data and actionable guidelines for developing socio-emotional competencies.
  • Future Readiness – The competencies evaluated are highly valued in global contexts—from higher education to the job market.



Toward a More Human and Technological Education

The International Baccalaureate (IB) stands out for its commitment to innovative and transformative education. In this context, collaborating with Human AI’s artificial intelligence represents a significant step forward in integrating technologies that not only assess, but also promote more human-centered learning.

By adopting advanced tools like Human AI, IB schools can strengthen their holistic approach and ensure that their students are prepared to lead with empathy, reflection, and creativity in the 21st century.

Discover how Human AI can transform your IB programme and request your demo here.

How to get to know the athlete well through artificial intelligence

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Part of the Human AI team was present at the World Football Summit, the International Congress of the soccer industry that took place last September 20 and 21 at the Congress and Exhibition Palace of Seville.

Our CEO María Beunza was interviewed by DT-Deporte Technology, an online platform specialized in sport and healthy living in the digital era.

“Athletes, clubs, as well as ordinary people, are increasingly using technologies that help them to perform better and be better. This is our focus. We are part of an ecosystem that is gaining more and more presence every day, due to the enormous importance that competitive sport and health sport have in our lives. Digital technology has given it an unprecedented dimension, which also brings about enormous changes. Our mission is to report on them and analyze them”.

This is how they define themselves, and it is precisely to inform about the mission of Human AI comes to cover theirs: we are a technology at the service of human development, we affect the socioemotional performance of the athlete, impacting integrally on their sports performance using artificial intelligence.

How?

María Beunza, our CEO, tells us.

And if you want to see for yourself, request the test: tu-demo.humanaitech.com

Critical thinking in times of artificial intelligence

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As artificial intelligence advances, it is logical to wonder in which areas human skills will continue to be indispensable. One of them: critical thinking.

We find ourselves immersed in a constantly evolving era, driven by technological advances and new digital tools that are transforming the way we live, work and learn. However, as we become fascinated with the advantages these innovations offer us, we must also reflect on the challenges they pose.

One obvious issue is to confront how these innovations can undermine our cognitive abilities and lead to a certain intellectual and decision-making passivity. In times of artificial intelligence, there is a need to foster and develop critical thinking as an essential human competence.

In times of artificial intelligence…

We are constantly bombarded. Social networks, apps and personalized algorithms present us with an endless stream of content designed to capture our attention instantly, ephemerally and superficially. Add to this the rapid automation of an increasing number of tasks thanks to generative AI. Generative AI chatbots are excellent at crafting sentences that appear to be written by humans. However, they often present falsehoods as facts or have inconsistent logic.

As a result, our abilities to both concentrate, discern true from false, and think deeply can be threatened. Thus, instead of questioning and analyzing the information generated, we tend to accept it passively, without subjecting it to critical analysis. We have a new viral pandemic: and it is not physical, it is algorithmically driven.

“Critical thinking presupposes having the desire to seek, the patience to doubt, the fondness to meditate, the slowness to affirm, the readiness to consider, the care to put in order, and the hatred for all kinds of imposture.”

Francis Bacon

The best antidote to a future permeated by artificial intelligence is an education that aims to train critical thinking, with which we are capable of:

  • Discern between accurate information and misinformation, mediocre and brilliant arguments, identify biases and manipulations, dismantle prejudices and form opinions based on solid evidence.
  • Develop a deeper and more reflective approach to learning, problem solving and decision making.
  • Foster creativity, logical reasoning and the ability to consider multiple perspectives.

Being a cognitive skill closely related to reason, the purpose of critical thinking is action-oriented and applicable to any aspect of our daily lives, including problem solving or decision making; its scope of influence ranges from personal to work. In short, it allows us to be masters of our thinking and act accordingly.

Rather than replacing us, machines can become catalysts to enhance and nurture our human skills. The more artificial intelligence we have at our disposal, the more creativity and critical thinking we will need.

If you are an education professional or work in the evaluation, assessment and development of competencies, such as critical thinking, request our free demo:

👉🏼 tu-demo.humanaitech.com

Measurement of skills, personality and human development

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James Heckman, Nobel laureate in economics, directs the Center for the Economics of Human Development at the University of Chicago (CEHD). In his quest to provide opportunities for human development, he has researched the impact of personality on personal development, concluding that only 2% of test performance results are explained by people’s IQ, with non-cognitive skills being a relevant predictor of academic achievement.

Today, education focuses primarily on cognitive or “intelligence” test scores. But, being smart does not imply that you will do better in life. Performance, well-being, achievement in life; it depends on more than cognitive skills alone. Non-cognitive characteristics, including physical and mental health, as well as perseverance, attentiveness, motivation, self-confidence and other socioemotional qualities are, in fact, essential.

The center directed by J. Heckam, which they define as “a catalyst for collaboration between economists, biologists, psychologists, neuroscientists and sociologists interested in methodological innovation”, has an advanced line of research on Assessing the role and impact of non-cognitive skills.

Non-cognitive abilities have a major impact on many human dimensions: on future earnings, employment, work experience, participation in risky activities, compliance with health protocols, and even the potential commission of crimes.

In a unique, multidisciplinary, multinational research effort, CEHD, is investigating how personality traits, executive function, and economic preferences predict academic performance in science, technology, engineering, and mathematics careers.

In 2018 it brought together numerous researchers to showcase advances on “Measuring and Assessing Skills: real-time measurement of cognition, personality and behavior” starting from the following premises:

  • Any effective personalized education system will need to inventory the broad range of skills that can predict achievement in school and in life.
  • Traditional paper-and-pencil tests are quite cumbersome and are not designed to capture specific skills.
  • Self-reports of personality and behavior are unreliable.
  • Teacher assessments are subjective (though predictively more reliable), time-consuming, and often not comparable to reports.
  • Administrative data have predictive power, but still need to be aligned with traditional measures.

Promoting non-cognitive, social-emotional skills is part of a successful intervention for human development. Still, according to CEHD, more research is needed in order to study which method is able to measure them accurately.

If you want to test an AI capable of evaluating them, request the demo: 👉🏼 tu-demo.humanaitech.com 👈🏼

Boosting employability with Human AI

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“Professional of the Future“, a pioneering project promoted by the University of La Rioja and supported by the Government of La Rioja.

It aims to promote the employability of students from the first year of their university studies by reinforcing transversal employment skills throughout all the years of academic training.

To this end, they are evaluated through the HumanAI tool, which provides them with an individual report analyzing different skills and competencies. With the results of this evaluation, a personalized training itinerary will be drawn up to enhance the necessary competencies through group training modules and individual orientation sessions.

The last phase of the project foresees a second evaluation with HumanAI to verify the impact of the training received on the development of employability skills and the evolution of the corresponding competencies. Students will be able to apply for the recognition of ECTS and micro-credentials credits according to the training modules completed and their participation in the program.

If you want to know more about the project read more at: Professional of the Future

“We develop skill by relying on AI.”

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At the Integrated Center of FP del Mar it is clear to them that the development of socioemotional competencies is fundamental. Roberto Suárez Malagón, Head of the Accreditation Unit of this institution, tells us about his experience working with our Human AI assistant.

“The use of the Human AI tool allows us to have a diagnosis for each student and for them to know what these socioemotional competencies are, to think, to reflect and to work in the center and also in the field of employability, to see how we can reach a better integration.”

“That individual report is a basis to work on: from it, getting to know the student better, we follow up to find out how they have developed those competencies and how they have adapted.”

“No student in any course, job or vocational training activity should finish his or her studies without being able to analyze his or her socioemotional competencies, aptitudes, in short, character formation.”

Thank you, Roberto, for sharing your experience with Human AI!

“More relevant, more human.”

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On Thursday, May 11, at the Metropolitan Design Center in the city of Buenos Aires, Argentina, an event took place that brought together more than 700 professionals, especially from the Human Resources area, where experiences were lived simultaneously, allowing to offer a wide range of content and formats. The Mercer Journey #35, “More relevant, more human”, a 360º event that brought the view of experts in economics, global talent issues and trends; as well as different challenges to lead in the “tech” era, manage talent by skills and build an employer brand.

Maria Beunza Mijimolle, CEO of Human AI participated along with Melania Ottaviano, commercial agent in the country.

“Being in a space where they talk about the most innovative in the field of talent development, in an event of this nature, with more than 700 participants and also with a company of enormous trajectory as Mercer Latin America, is already a fantastic alliance for us,” says Maria.

Among the panels, they had the opportunity to listen to Ivana Thornton, Mercer’s talent expert. They participated in different talks on HR trends, in which issues related to socio-emotional competencies, work and personal wellbeing, risk prevention and professional development were very relevant.

Human AI was present in the Patio Tech, a technological space with different start-ups and platforms with innovative proposals and applications.

Melania tells us that it was “a space where we could share, through the tutorial, a quick overview of the usefulness, why and what Human AI is for. Through a QR code, interested users, most of them from HR and recognized agencies in Argentina, could access a test. We had the opportunity to enter into dialogue with potential clients and strategic allies”.

Both had the opportunity to show the application to Cecilia Inés Giordano, CEO of Mercer Latin America, and Diana Mondino, renowned economist in Argentina. Several entities, renowned companies and organizations from different sectors, were interested in the ease of being able to work without tests and questionnaires.

“There is the possibility of doing things better, of doing them much faster, of adapting more to people, of personalizing more the professional development, the career, the needs and concerns of each one.” “People are eager to use new solutions that allow them to move forward. Of course, in Latin America there is this concern. We have had many meetings with the education sector, with ministers, with consulting firms, with sports clubs… everywhere there is this concern for developing competencies, soft skills and not just cognitive skills,” says María.

Socioemotional competencies in sports performance

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In the aspiration for sports performance, the importance of socioemotional competencies for both personal development and sports performance is increasingly recognized. Coaches are aware that physical and technical training is not everything, because they train not muscles, but people.

Competencies and performance

A resilient athlete, a communicative team, an empathetic coach… skills such as emotional intelligence, empathy, resilience and effective communication play a significant role in the sporting well-being of athletes both on and off the field. Sport contributes to both intra- and interpersonal development.

“Only 2% of test performance results were explained by people’s IQ, with non-cognitive skills being a relevant predictor.”

James Heckman, Nobel laureate in economics in 2000, he directs the Center for the Economics of Human Development at the University of Chicago.

Prominent sportsmen, coaches and psychologists consider that psychological and human variables intervene in the type of sports practice and the level of sports performance that the subject may present (Riera, 1985). Studies show that athletes with better performance present certain psychological characteristics that favor the achievement of the desired results, pointing out, among others, the ability to overcome anxiety and obstacles that arise, self-confidence, competitiveness, intrinsic motivation, the ability to avoid distractions or the ability to set goals and achieve them.

Those who have high levels of self-confidence are more likely to succeed than those athletes who have low levels of confidence (De Francesco & Burke, 1997; Gould et al., 2002; Pickens et al., 1996). Ryan and Deci (2000) suggest as key aspects for the development of a high motivation of the person, involving them in activities that involve the opportunity to make decisions themselves, developing their sense of competence and connecting with other athletes.

From research results, it is confirmed that Psychological Skill Training (PST) is converging towards better performance, with different approaches, such as stress management, anxiety control and coping. In addition, mindfulness and positive psychology studies emphasize the quality of life of athletes, so it is key that coaches and experts in sports psychology pay attention to improve the quality and human development of athletes to improve their performance.

A partir de los resultados de investigaciones, se confirma que la Psychological Skill Training (PST) está convergiendo hacia el mejor desempeño, con diversos enfoques, como el manejo del estrés, el control de la ansiedad y el afrontamiento. Además, los estudios de atención plena y psicología positiva enfatizan la calidad de vida de los atletas, por lo que es clave que los entrenadores y expertos en psicología deportiva presten atención en mejorar la calidad y el desarrollo humano de los atletas para la mejora de su rendimiento. 

Some competences

  • In the sports context, emotional regulation translates into the ability to manage stress, maintain concentration and regulate emotions during high-pressure situations. Athletes who possess a high level of emotional self-regulation are more likely to remain calm, make sound decisions and adapt quickly to change, which in turn improves their competitive performance.
  • Athletes who exhibit empathy are more effective at building positive and strong relationships with their sporting environment. This fosters collaboration, effective communication and mutual support, creating an environment conducive to personal and collective growth, as well as constructive conflict resolution.
  • Sport is full of challenges and adversity that affect athletes’ performance and confidence. It is in these difficult times that the competency of resilience comes into play. Resilient athletes are able to maintain a positive mindset, recover quickly from setbacks and use negative experiences as opportunities for growth. This not only strengthens their athletic performance, but also their ability to cope with challenges in other aspects of life.
  • In team sports, effective communication is essential for collective success. Athletes who master this skill are able to convey their ideas, actively listen to their teammates and adapt their communication and strategy. Fluid and open communication promotes team cohesion, enhances joint decision making and favors actions on the field. It also helps prevent and resolve internal conflicts, creating a friendly and motivating environment for team members.

Recognizing the importance of these competencies and working on their development builds a more human, balanced and enriching sports environment in order to achieve sports performance and well-being.

If you are a sports professional or work in sports performance management, ask for our free demo of Human AI, an innovative tool at the service of knowledge, evaluation and personal development.

👉🏼 tu-demo.humanaitech.com

AI «made in Navarra»

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HumanAI Tech is part of the new Catalogue of Artificial Intelligence of Navarre, a tool that seeks to gather solutions based on AI, disseminate them and strengthen them in the business fabric of the regional community.

Human AI

An artificial intelligence assistant who performs immediate analyses of socio-emotional competencies from a person’s natural language. In this way, Human AI puts technology and artificial intelligence at the service of human development, providing a self-knowledge as the basis of each person’s growth.

Companies and professionals need to personalise individual and collective development and prevention programmes and define socio-emotional competence with specific data and standards.

If you work for the evaluation, appraisal and development of people request our free demo on tu-demo.humanaitech.com

EstrategIA

The day “EstrategIA – Presentation of AI solutions in Navarre” took place on June 29 at the headquarters of the Navarre Business Confederation (CEN), organized by ATANA Technology and Consulting Cluster with the support of Sodena | Development of Navarre – Nafarroako garapena and Nair Center and funded by the European Digital Innovation Hubs Network.

At this event, the Catalogue was presented, highlighting the challenges faced by companies and the strategic alignment with the European Union, transferring to the rest of companies in the ICT sector the invitation to be part of the solutions that apply AI. The importance of mutual support to create synergies and the interest of the sector in working in the line of innovation and artificial intelligence was highlighted.

The 11 companies presented the solutions structured around five thematic blocks: quality control, production control and planning, security, information analysis and AI for recommendations.

Both the day and the catalogue; are part of the actions outlined in the Strategic Plan of Artificial Intelligence launched in June 2022 by the Government of Navarre through Sodena to promote the development of the strategic sectors of the S4 and strengthen competitiveness in ICTs, addressing the current challenges they present.