“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:
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. Parentsare 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.
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.co
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“Conventional ways of educating need a change of frameworks, cultures and mindsets to build a solid collaborative process based on social-emotional competencies needed for this 21st century.”
The objective of this Congress – which took place on February 22 and 23 virtually and in deferred mode to facilitate the participation of the entire educational community – was to contribute to a positive approach to human functioning from which to offer answers to the demands arising from the changes occurring in modern societies at the present historical moment. It highlighted the role of the educational system and institutions in fostering the development of socioemotional competencies, multiple intelligences and diversity, through the use of innovative digital and pedagogical methodologies.
Proposals were presented in several languages, and all the papers defended during the congress will be part of different books published by Dykinson, Ediciones Egregius, prestigious publishers included in the SPI Index.
Social-emotional competencies are non-cognitive skills that are fundamental to people’s ability to adapt to social and professional situations. In the field of Vocational Training, international organizations such as the OECD (Organization for Economic Cooperation and Development) recognize the importance of developing these competencies, applying the Big Five personality model, also called OCEAN, as a reference framework. Along the same lines, Organic Law 3/2022 on Vocational Training defines socioemotional competencies as “those that are considered necessary for personal fulfillment and development, to participate actively in society or to improve employability whose development is carried out by multiple means, and is incorporated in any vocational training offer insofar as it promotes the integral development of the person” and establishes their analysis and learning as an obligation.
On the other hand, the literature on labor market prospection studies and analysis of the skills demanded for employment suggests that together with the specific “know-how” of the technical competence of each position, companies are increasingly demanding and prioritizing socioemotional skills as a key factor in the hiring and promotion of their workers.
Assessment and Orientation of Socioemotional Competencies applying AI
Considering this background, the Integrated Vocational Training Center of the Sea of Gijon assumes the objective of facilitating self-knowledge, reflection and training of socioemotional competencies of its students, as an essential part of their professional profile and the formation of their character and personal maturity.
To achieve this, it uses the Human AI application. This artificial intelligence model processes natural language in context so that from a text of about a thousand words it identifies and describes 35 personality parameters and socioemotional skills based on the OECD model.
Three personalized reports are generated for each student focused on three basic dimensions for professional and personal training: the general analysis of socioemotional skills, their relationship with entrepreneurship and their assessment from the perspective of employment orientation.
Employability benefits by applying Human AI
The employability development model, based on the use of the HumanAI application, used by CIFP del Mar represents an opportunity to systematize a methodology for the assessment and comprehensive development of employability competencies, helping students to improve their knowledge of socioemotional competencies and understood as opportunities and strengths, allowing them to transfer them to their curriculum vitae and personal brand.
This model also allows group and individual activities for the training and development of these competencies to be carried out during the course, in the different subjects of the training curriculum. In addition, it allows to know and prioritize the learning of socioemotional skills that companies in the maritime and fishing sector consider key to employability. And, finally, it allows to follow up the students, once they have finished their studies, to know their degree of professional insertion and relate it to their socioemotional competences.
QUESTIONS AND ANSWERS
After the presentation of the project on this platform, the possibility of participation was opened, in which participants were able to launch their doubts, questions and queries about it. The CIFP del Mar team – Indalecio Estrada Lozano (Director), Javier Sánchez Piquero (Secretary) and Roberto Suárez Malagón (Professor of Vocational Guidance and Head of Accreditation of Professional Competences in Vocational Training), and on behalf of Human AI Beatriz Abad-Villaverde (Psychologist of the National University Pedro Henríquez Ureña) were answering the corresponding queries.
“Has it already been possible to test the outcome on the employability of the students?”.
“We have been applying this tool for two school years with an important group of our students during their formative period (two school years) at the center. All of them have a socioemotional competencies report that firstly serves as a basis for self-reflection and to improve their self-analysis.
Secondly – based on the content of the report – some group and individual activities are carried out in the classroom to develop and improve the areas for improvement and the competencies that we consider key for employability (given that the companies where these students are going to do their mandatory internships have also answered a basic questionnaire on which competencies they consider key in their work environment).
Thirdly, the students leave their personal e-mail address so that we can follow up on their professional situation two years after the report has been completed (where they work, in what professional category, what socioemotional competencies they see as most important at that moment in their lives). Except for some cases of students who have continued their training (for example in the university degree of marine or nautical or also in other training cycles) all the students who have answered us are working in the maritime fishing sector and confirm the importance of the competences they learned in their training period through this activity. Roberto Suárez Malagón.X
To what extent do students feel a sense of ownership of the reports they get?”
Regarding student identification with their personal reports, on a scale of 1 to 4, where 1 is little identification and 4 is maximum identification, the average is 3/4; especially, curiously, in the section of the reports that determines the areas for improvement (those socioemotional competencies that the participating student has below average and that should be improved). Roberto Suárez Malagón.
Is there an instance where, once the student has read the report, he/she is given feedback on the results? Do you have teachers/tutors who propose concrete actions to improve those less pleasing aspects?
The reports of the students participating in the project are socialized mainly by three teachers of the center. The project is coordinated by the Training and Vocational Guidance Department of the center. And within this project there is a counselor who knows many of the participating students through regular individual interviews focused on personal guidance and improvement of emotional well-being.
In addition, some tutors of the groups of participating students also collaborate by analyzing the content of the reports and giving their assessment of their content, taking into account that in formal vocational training there is not formally a specific tutoring period, as is the case in the non-university compulsory education stage.
On the other hand, the main socioemotional competencies of the OCDE’s “Big 5” model, which we use as a reference in the center and in HumanAI, are developed and trained through specificactivities carried out in two modules: the Training and Work Orientation module and the Business and Entrepreneurship module.
Examples of activities: critical analysis of the content of news and reports and oral presentation of the conclusions; development of oral communication and assertiveness; time management activities, planning and determination of achievements/goals; work with business management simulators to develop skills such as initiative, planning, collaboration and teamwork…etc.
These are two transversal modules that are included in the curriculum of all vocational training cycles at both the intermediate and higher levels (and with the changes introduced by the new Organic Law on Vocational Training 3/2022, they continue to be included in the curriculum, becoming even more important with a specific reference to working with socioemotional competencies and are now called professionalizing training itinerary I and II).
In the teaching-learning process of these two modules and especially in the Entrepreneurial Initiative Enterprise (EIE) module, specific activities for the development of socioemotional competencies are worked on according to the mentioned OECD model.
In fact, the socioemotional competency reports serve as a first starting point for self-knowledge and reflection and to organize these competencies according to the interests and starting point of each student. Roberto Suárez Malagón.
In early stages of the development (or approach towards the development) of socioemotional competencies, don’t you think that the ability to self-perceive or self-recognize emotions and their expression in the individual may be more relevant?
Certainly, talking about socioemotional competencies and emotions is closely related and many of the factors included in the OECD model of the Big Five fit into the field of emotions. We, with vocational training students who are older and more and more people who are working and therefore already have an important maturity and experience, try to redirect the idea of socioemotional competencies to this approach of self-knowledge and emotions, how the world is perceived and how one reacts to stimuli of all kinds. But what is really fundamental is the recognition of one’s own emotions.
Do you think that the extension of this amount of parameters and reports can cause an over-complexity of the subject that prevents students from improving effectively? Do you think it would be possible to approach it from basic socioemotional competencies whose mastery could facilitate the development or assimilation of dependent or more complex competencies?
Indeed, we talk about 35 factors that are explained in the reports we give to the students, although we then redirect them to a maximum of 5 or 10 factors that we consider key, for example, responsibility, assertiveness, the need for achievement or emotionality. We agree that it is necessary to simplify the list in order to focus on these basic emotions.
In the current learning context, the identification of tools that enhance the employability of our graduates is of great interest. Do you consider the proposed model replicable in the field of higher education? Specifically in the field of Architecture and Engineering studies.
“We are currently collaborating with several universities that have implemented programs aimed at increasing the employability of their students using our artificial intelligence tool.
These programs apply Human AI to evaluate the socioemotional competencies of their students and use these evaluations to design personalized training itineraries that allow them to acquire transversal competencies for employment. Thus, when they finish their university studies, students who have participated in these programs have the knowledge and technical skills specific to their degree and the employability skills that are most valued by companies and organizations when hiring employees”. Beatriz Abad-Villaverde
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“From the School of Special Education El Molino of Pamplona we decided to participate in the Human AI project in order to give voice and visibility to people with intellectual disabilities in the development of new tools or applications with Artificial Intelligence (AI)”.
Natalia Galbán – Docente en el Colegio de Educación Especial El Molino
At Human AI, we believe in the potential of artificial intelligence to improve people’s lives. That is why we are committed to the application of Human AI in centers such as El Molino Special Education School, a project that allows accessibility to tools with artificial intelligence for people with intellectual disabilities. This project represents a technological advance and a commitment to inclusion.
Key points of the project:
Professional support and human accompaniment: we provide educators and professionals with assessment and analysis tools based on the needs of each student.
Inclusion and accessibility to artificial intelligence tools: we develop intuitive and accessible tools, ensuring that people with intellectual disabilities have an active presence in the digital world.
Assessment, personalization and training in social-emotional skills and competencies: we offer personality and social-emotional competency assessments that are immediate, accurate and easy to interpret, allowing for more effective and personalized interventions.
At Human AI, we are convinced that the collaboration with the Molino School is just the beginning of a path of working together to build a more inclusive and accessible future for all people.
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It is a fairly simple question, but it is one of the most difficult to answer.
There are many ways to interpret this question. One answer might include name, profession, family role, hobbies, passions, or geographic or birthplace. A more complete answer might include a description of beliefs and values.
Each of us has a different answer to this question and each answer tells a story about who we are. While we may have much in common with our peers, such as country, culture, eye color… there is one thing that makes each of us unique: personality.
Throughout life we may meet many people, but no two will be exactly alike. How do we categorize and classify something as varied and unique as personality?
OCEAN Model
The OCEAN/Big Five model (McRae & John 1992) is one of the most widespread personality inventories in modern psychology; it is a very valuable tool for understanding human personality.
It is currently the most widespread and widely accepted descriptive model in the international scientific community for assessing and structuring human personality and behavior. It has a wide variety of applications and is used in fields as diverse as education, work and therapy, and is linked to social-emotional competencies or soft-skills.
It is considered one of the most reliable and consistent personality models in psychological research, demonstrating high reliability and predictive validity in a wide variety of contexts, including the workplace, education and mental health.
The five factors
The Big 5 are the five traits or factors that explain and characterize the differences in both personality and decision making of the individual.
Openness to experience: The willingness to experience new ideas, emotions and experiences.
Responsibility: The ability to act in a conscious and committed manner.
Extraversion: Sociability, activity, thrill-seeking, positivity and impulsiveness.
Agreeableness: Willingness to cooperate and help others, as well as sensitivity to the needs of others.
Neuroticism: Negative emotional experience and instability.
Each of these main traits is further described in 6 facets (personality is characterized by 30 facets). For example, the Kindness dimension is divided into Trust in Others, Openness, Altruism, Cooperation, Modesty and Empathy.
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Applications of the model
The OCEAN model is used in a wide variety of applications, including:
Education: Helping students to better understand their own learning style and develop more effective learning strategies, personalizing their educational path.
Educational guidance: Helping students understand their preferences and aptitudes in order to perform better academically and make decisions about their future careers.
Recruitment (HR): Helping companies identify candidates with the most suitable characteristics for a given position and being able to predict job performance.
Desarrollo profesional: Ayudar a las personas a comprender sus puntos fuertes y sus áreas de mejora para desarrollar su potencial, sus habilidades interpersonales y su capacidad de liderazgo.
Psychology and mental health: Therapists can use this model to assess patients’ personalities, detect certain psychological problems and adapt their therapeutic approaches accordingly.
Interrelation between factors
The five dimensions of the OCEAN model are independent of each other. Each dimension of the model can be studied separately, but it is interesting to analyze how they relate to each other.
It is important to remember that the OCEAN model is not a measure of “good or bad,” but simply a way of describing different aspects of human personality. The dimensions are not mutually exclusive, and a person may have different levels in different areas of his or her life or at different times. This means that a person may be high on one dimension and low on another. For example, a person may be high in responsibility but low in extraversion or agreeableness, or a person may be extroverted and responsible, or introverted and creative.
Studying the interaction between the dimensions of the OCEAN model can yield much information about how individual differences manifest themselves in human behavior.
Profile examples
Some examples of personality profiles according to the OCEAN model:
High in extraversion and low in responsibility: Enjoys socializing and entertaining, but may have difficulty fulfilling work or school responsibilities.
High in extraversion and low in agreeableness: Outgoing and sociable, but may also be competitive and inconsiderate of others.
High in neuroticism and low in agreeableness: Frequently experiences intense negative emotions and may have difficulty relating to others effectively.
High in neuroticism and low in responsibility: Experiences frequent negative emotions and may have difficulty meeting daily responsibilities.
Personality, psycholinguistics & AI
The latest advances in psycholinguistics make it possible to predict personality from textual information using the novel open vocabulary approach. Together with the speed and accuracy of artificial intelligence analysis, Human AI provides accurate and immediate personality assessments and reports.
Personality assessments provide the 5 traits of the OCEAN model, as well as the facets of each trait, in an immediate, accurate, user-friendly and easy-to-use individual report. Group reports are also available, and we can develop custom reports upon request.
If you want to get an immediate, accurate and easy to use individual report, take the test and request the demo! 👉🏼 tu-demo.humanaitech.com
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“Navarra, leader in Artificial Intelligence thanks to the collaboration between Technology Centers and companies”, this is how ATANA describes the conference “NavarraIAConnect – Building together an intelligent future‘”, a space around AI – organized by this Technology and Consulting Cluster – in which different Technology Centers presented projects developed in collaboration with companies from various productive sectors of Navarra, among them Human AI and the University of Navarra.
Our CTO and co-founder, Roberto Aguirre, together with Iván Cordón, Director of Innovation at DATAI – Institute of Data Science and Artificial Intelligence of the UNAV, presented how it is possible to collaborate between university and business by putting university research at the service of technological and business application thanks to the development of an AI capable of “evaluating 35 socio-emotional skills with just 1000 words, an AI platform aimed at both educational centers and companies that want to assess and enhance their team”, reports ATANA.
How you write, that’s how you are
When we talk about AI,” says Roberto Aguirre, “almost everyone associates it with technology, but not with personality, with people. We saw that it could also help in that, in the matter of seeing how people work, how artificial intelligence can be applied to this type of knowledge”.
“When you express yourself naturally, you expose yourself.”
AI applied to psycholinguistics “makes it possible to deduce the personality of someone who has written a text by analyzing writing patterns or word repetition. There are a lot of parameters.” “When you are asked to write about whatever you want and you start a narrative talking about yourself and yourself, for example, or you use the first person singular many times, or in verbs you always put positive adjectives next to it,” the personality is being reflected, because “it is relatively difficult to mask it,” Aguirre pointed out.
“From more than 35 variables, Human AI makes it possible to determine a person’s socioemotional competencies and to deduce their levels of emotional instability or neuroticism, openness or ability to collaborate, among other parameters”.
Different professional fields
Human AI is at the service of professionals who work on personal development and well-being from the socio-emotional dimension.
“At our origin it was education, to help teachers work better in the classroom, basically, but the topic of job search also came up, since your collaboration skills you are going to be able to improve if you know you have a need, obviously; if you don’t know, you can’t do it.”
“You can determine which person is able to work better in a team,” Cordón explains, referring to one of those skills most in demand by companies today. This technology can also be “very important” in the field of sports.
“Athletes don’t just have to be physically good, they have to have mental capacity.”
“As one person told us, those who fall by the wayside are not precisely because they are not physically good, but because they do not have the right personality to overcome everything they have to overcome,” and in this area, the AI “is a clear value for coaches,” Aguirre added.
Last academic year, FP ASPASIA centers launched the innovative “TutorIA” project aimed at assessing and enhancing students’ socio-emotional competencies. This ambitious initiative, funded by CaixaBank Dualiza and FPEmpresa, integrates artificial intelligence (AI) to enrich teaching and learning processes. In a recent meeting, project leaders shared their experiences and outcomes, highlighting its positive impact and outlining the next steps.
The session began with an introduction by Noelia Martínez Miguélez, Deputy Director of Escuela de Profesionales Alcazarén and project lead for “TutorIA” within FP Grupo Aspasia centers. Noelia explained that the overarching goal was to evaluate, develop, and certify socio-emotional competencies for employment and entrepreneurship within vocational education. “We worked with AI to engage employers and all students from the five participating centers,” she noted. Although full student participation was not achieved, the project met its objectives, with phases progressing largely as planned despite some delays.
The specific goals of the “TutorIA” project were:
Evaluate and certify students’ socio-emotional competencies.
Develop teaching guides and activities to enhance these competencies.
Improve students’ emotional skills.
Project Phases
The project began with training sessions for all centers on using the Human AI tool, which was later implemented in classrooms. Group tutors introduced the project and conducted the corresponding evaluations. Before reviewing the results of the first evaluation, comprehensive documentation was provided to teachers, detailing the competencies and interpretation of scores.
Following the initial evaluation, a global statistical analysis was conducted, encompassing results from all five centers and individual centers. This analysis identified priority competencies for student development, forming the basis for targeted efforts in the classroom.
Teachers guided students in interpreting the reports generated by the AI tool, helping them understand their results at both personal and consultative levels. These insights allowed students to set improvement goals based on the assessed areas.
By late May and early June, students had the opportunity to undergo a second evaluation. Some opted to repeat the process, while others deemed it unnecessary. In certain cases, competencies improved due to workplace training, where students applied their skills in real-world settings.
The teaching materials created are now available on FP Aspasia’s website and accessible to any interested educational institution, domestically or internationally. These resources include guides, group and individual activities, presentations for teachers, and suggested dynamics. Specific guides were also developed for competencies such as perseverance, decision-making, emotional well-being, assertive communication, empathy, and social anxiety.
Finally, an action plan was established, organized into a timeline for competency development throughout the academic year. The plan will be expanded in subsequent years, adapting to the needs of teaching teams and vocational training programs.
“We hope this system of student support enhances employability and fosters personal and professional growth,”
The Scientific and Psychological Model: OCEAN Framework
Beatriz Abad, a psychologist and R&D coordinator at Human AI, presented the theoretical framework behind the “TutorIA” project. Known as the Big Five or OCEAN model, it categorizes personality into five dimensions: Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism.
“The Big Five model is a cornerstone of personality theories, universally accepted and studied across cultures for decades,” Beatriz explained. This approach helps researchers identify and develop socio-emotional competencies essential for personal and professional success.
However, she highlighted a significant limitation: “If we relied solely on the Big Five model, there would be no room for improvement or change, as it focuses on the stability of traits over time. Humans, however, have a remarkable capacity for growth and learning.”
To address this, the socio-emotional competencies model complements the personality framework by defining areas for development. As defined by the OECD, socio-emotional competencies are “a set of skills enabling individuals to understand and manage emotions, set and achieve positive goals, feel and exhibit empathy, establish positive relationships, and make responsible decisions.” These are critical for personal well-being, social connection, and professional success.
The socio-emotional competencies model mirrors the Big Five structure with five dimensions and six facets for each, adapting the traits to emphasize human adaptability and growth.
The dimensions of the socio-emotional competencies model and its parallelism with those of the Big Five model are:
Openness to Experience (Big Five) – Open Mindset (SES)
Openness refers to a person’s willingness to explore new ideas, activities, and experiences. Highly open-minded individuals tend to be curious, imaginative, and creative. They prefer variety and novelty over routine and conformity.
This personality trait is fundamentally related to two socio-emotional competencies: responsible decision-making and social awareness. Responsible decision-making is understood as the ability to consider multiple perspectives and be open to new ideas. This competency is crucial for making informed and responsible decisions (Roberts, et al., 2020). Social awareness, on the other hand, refers to empathy and understanding of diverse cultures and points of view (Vainio & Daukantaitė, 2016).
Responsibility refers to the extent to which a person is organized, reliable, and committed to his or her goals. Highly responsible individuals tend to be disciplined, meticulous, and dutiful.
This personality trait is mainly related to two socio-emotional competencies: self-regulation and responsible decision-making. Self-regulation refers to people’s ability to manage their emotions and behaviors in a constructive way (Hill & Jackson, 2016). They are self-disciplined and organized people. On the other hand, the meticulousness and planning ability associated with this personality trait favor informed decision-making (Roberts, et al., 2020).
Extraversion (Big Five) – Engagement with Others (SES)
S8e refers to a person’s tendency to seek stimulation and company from others. Highly extraverted individuals are sociable, energetic, and seek social interaction. This personality trait is related to the socio-emotional competencies of social awareness and relationship skills. With social awareness, because extroverted people tend to have a greater ability to understand and empathize with the emotions of others (Wilt & Revelle, 2019). And with relationship skills because extraversion is strongly linked to social skills and the ability to establish and maintain positive relationships (Anglim, et al., 2020).
Agreeableness (Big Five) – Collaboration (SES)
It refers to a person’s disposition to be compassionate, cooperative, and considerate of others. Highly agreeable individuals tend to be altruistic and empathetic. This personality trait is also related to the socio-emotional competencies of social awareness and relationship skills. With social awareness, because kindness improves the ability to understand and consider the emotions and perspectives of others, it is closely related to kindness (Soto, 2019). And with social skills because it facilitates cooperation and empathy, which are essential for establishing and maintaining positive relationships.
It refers to a person’s tendency to experience negative emotions such as anxiety, depression, and vulnerability. Individuals with low emotional stability are more likely to experience mood swings and emotional stress. This personality trait is related to self-regulation, while a lower level of neuroticism is associated with better emotional management (Smith, et al., 2018). On the other hand, although neuroticism can imply emotional difficulties, it can also lead to greater self-awareness of one’s own emotions, strengths, and weaknesses (Gomez, et al., 2018). For this reason, neuroticism is considered to be related to the socio-emotional competence of self-awareness.
Decoding AI
Juan Tuñas, coordinator of the project and head of artificial intelligence, explained how AI is being used to evaluate and develop socio-emotional competencies. “We leverage the same technology that underpins large language models like GPT to process and analyze student language,” Juan stated. The Human AI system is built on the Transformer architecture (that famous “T” in GPT), which excels at transforming language into numbers. This allows it to process vast amounts of data efficiently while capturing linguistic nuances with remarkable precision.
These models convert text into numerical representations, preserving all the relationships within the language. This enables the algorithms to identify linguistic patterns that reflect students’ personalities. “These algorithms have been groundbreaking, enhancing every aspect of natural language processing,” Juan added.
The system also harnesses the power of Pre-training (the “P” in GPT), meaning the algorithm has absorbed an extensive amount of information before encountering any new text. This approach establishes a strong foundational knowledge, significantly improving the accuracy of predictions.
Finally, the system incorporates supervised learning. “Our AI is not an autonomous agent but an assistant,” Juan explained. “We use expert-provided labels to identify and categorize different personality traits. This means our algorithm not only understands the text but also evaluates how it correlates to specific personality characteristics, based on the scientifically validated hypothesis that ‘our language reflects our personality.'”
What does all this mean in practice? When the algorithm is fed new text, it acts like a personality detective. It analyzes the content and identifies traits that align most closely with specific personality types. “It’s like having an expert psychologist at your disposal, ready to provide valuable insights into the socio-emotional competencies reflected in the style and voice of each text,” Juan noted.
Ultimately, the Human AI algorithm is a powerful tool that combines cutting-edge technology with a profound understanding of human psychology.
mpacts and Recognitions
Beatriz also highlighted the project’s participation in various conferences and the publication of related studies. “We presented the project at an international conference alongside researchers from the University of Navarra, emphasizing the application of artificial intelligence to evaluate and guide socio-emotional competencies,” she noted.
Participation in CIECEM 2024: The First International Congress on Artificial Intelligence, Innovation, Economy, and Business, where a presentation on AI applied to entrepreneurship was delivered.
A study conducted by the Winn network: This research focused on entrepreneurial confidence and the evaluation of self-perception biases related to entrepreneurship.
Towards a Promising Future
To close the session, Noelia outlined the next steps for the TutorIA project in the context of the new Vocational Education Law. “Next year marks the beginning of real implementation in autonomous communities and educational centers. We will continue to promote the development of socio-emotional competencies,” Noelia affirmed.
The new law incorporates digitalization, sustainability, and competency development as key pillars for high-quality vocational education. “The integrative nature of all modules will foster socio-emotional competencies, and the internship periods in companies will be essential for their development,” Noelia concluded.
The “TutorIA” project has proven to be a transformative initiative, aligned with the most advanced educational and technological trends. With the support of CaixaBank Dualiza and FPEmpresa, and the integration of artificial intelligence, ASPASIA FP centres are leading the way towards a more human and innovative educational future. For more information about the project, you can visit Human AI Tech.
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In today’s fast-changing world, educational innovation models have emerged as a response to modern challenges, emphasizing the importance of cultivating the right attitudes and skills in students to navigate both present and future demands. Against this backdrop, Jesuitinas School in Pamplona has integrated a holistic and innovative approach into its educational framework, developing the Personalized Educational Guidance Model (MEDAP). This student-centered model leverages the power of Human AI Tech to assess and foster socio-emotional competencies.
“At Jesuitinas Pamplona, we face a significant challenge: shaping individuals capable of thriving in a changing world, grounded in strong values and a clear life vision.”
This innovative approach was presented as a success story at the III International Congress: Education and Knowledge (ICON-edu 2024). ICON-edu serves as a platform for reflecting, analyzing, presenting, debating, and sharing topics of interest in education. The event gathers experts, researchers, and professionals from the educational community to discuss challenges and opportunities in teaching and learning innovation. This year’s theme for the congress was “Education as a Transformative Force in Society.”
The Importance of Socio-Emotional Development in Education
While cognitive skills—such as memory, attention, and logical reasoning—are fundamental to academic success, socio-emotional competencies are equally vital for personal and professional life. They enable individuals to build healthy relationships, manage stress, and promote emotional, social, and ethical well-being. These skills help individuals face challenges with resilience and empathy.
In Spain, socio-emotional skill development is gaining prominence as an integral part of education. The legal framework supports a holistic approach to student development, which includes fostering socio-emotional skills. Although no specific legislation is solely dedicated to this area, significant efforts are underway to incorporate these competencies into school curricula and educational policies. Key education laws, such as LOE, LOMCE, and LOEFP, emphasize the importance of nurturing students’ personal, social, and emotional growth. Educational organizations also actively promote the inclusion of these skills in academic programs.
A Personalized Model for Educational Innovation
Jesuitinas Pamplona has implemented the Personalized Educational Guidance Model (MEDAP), a framework for socio-emotional skill development led by the school’s Pedagogical Reflection Team. This team includes school leadership, primary and secondary coordinators, and a member of the school’s counseling department.
MEDAP prioritizes the holistic development of students, emphasizing not only academic performance but also emotional and social well-being. It equips students with the tools to design a life project suited to a constantly changing world. Developing such a project requires students to become aware of their strengths and weaknesses, experiences, emotions, and how to manage them, as well as the consequences of their decisions on themselves and others.
The model is based on the premise that emotions and cognition are intrinsically linked. Emotions influence reasoning, memory, decision-making, and the attitude toward learning, making socio-emotional development a key component of the learning process.
Human AI: A Technological Ally for Socio-Emotional Development
The MEDAP model at Jesuitinas is brought to life through a standardized evaluation system for socio-emotional competenciesusing the Human AI platform.
With a written text of about 1,000 words, Human AI creates a map of 35 personality traits and socio-emotional skills, based on the OECD framework and rooted in the Big Five (OCEAN) personality model. By applying a combination of natural language processing and psycholinguistics, Human AI provides personalized insights into students’ strengths, opportunities for growth, and tailored recommendations.
The AI-generated report enriches the school’s formative assessment in several ways:
Offers personalized evaluations of socio-emotional skills that significantly impact learning.
Acts as a tool to promote self-reflection, self-analysis, and critical thinking.
Provides objective feedback and precise interventions to strengthen specific areas for improvement.
Helps teachers design group and individual activities to train and develop these competencies across the curriculum.
Methodology for Socio-Emotional Development
Socio-emotional skill development is embedded in both the direct and cross-disciplinary learning experiences across all subjects. Special emphasis is placed on this during advisory sessions, interdisciplinary projects for 1st and 2nd-year secondary students, and knowledge domains in 3rd and 4th-year secondary students through the “Life Project”. This project integrates tutoring and values education and is closely tied to self-esteem, resilience, support networks (family and social), and the student’s socioeconomic background.
“Building a life project requires individuals to recognize their strengths and weaknesses, experiences, and emotions, and to understand how to manage them. It also involves being aware of the consequences of one’s decisions on oneself and others.”
This innovative educational project dedicates two hours weekly throughout the school year to decision-making and responsibility exercises. Teachers guide students in defining their life projects, fostering responsibility, freedom, and student agency in the process. Activities are reviewed weekly to adapt to the group’s needs, ensuring continuous and personalized development.
The process is organized into seven key stages:
Introduction to the socio-emotional competency model and the Human AI tool.
Writing and anonymizing personal texts.
Text analysis by Human AI and generation of individual reports.
Implementation of “Project Zero” for executive function self-assessment, encouraging student reflection.
Specific socio-emotional development activities: debates, oral presentations, teamwork, critical analysis of reports, reflection on emotions, and simulated group dynamics.
Personalized interventions and one-on-one meetings between students, tutors, and families to discuss relevant personality traits.
Final reflection, documentation of key elements, and preparation for follow-up in the next academic year.
“Our evaluation serves as a tool for continuous improvement, supporting students’ personal and academic development far beyond a mere grade.”
Jesuitinas School aims to shape autonomous, creative, and committed individuals by helping them better understand themselves, reflect on their emotions, and enhance their social skills as an integral part of their personal and professional growth. This approach underscores the importance of integrating strategies that enhance both academic performance and personal development, fostering well-rounded, mature individuals.
Results of the Educational Innovation Model with AI
The implementation of MEDAP at Jesuitinas Pamplona, along with the use of the Human AI platform, has delivered significant benefits to the educational community.
This standardized system for evaluating and developing socio-emotional competencies has improved students’ self-awareness and emotional regulation, allowing them to integrate these skills into their curriculum and personal branding. Activities conducted throughout the academic year have strengthened key traits such as openness, conscientiousness, and kindness, providing a robust foundation for academic and personal success. By combining individualized assessments with collaborative practices, Jesuitinas fosters a holistic learning environment that enhances students’ overall development.
“This process enriches and differentiates our formative assessment. Human AI offers a unique opportunity to improve the evaluation and holistic development of competencies, helping students recognize and present their socio-emotional skills as strengths in their CVs and personal branding.”
The use of artificial intelligence applications represents an opportunity to improve the assessment and comprehensive development of socio-emotional skills, helping students to improve their knowledge about themselves and allowing them to transfer them to their CV and personal brand. These work processes make the evaluation not just a simple grade, but rather serve as a lever for the improvement, learning and academic and personal growth of students.
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The integration of AI-driven evaluation with pedagogical intervention not only supports comprehensive student development but also offers a replicable model of educational innovation for other institutions. This approach ensures precise assessments while enriching the educational experience, fostering self-reflection and critical thinking—skills essential for tackling today’s educational challenges.
Discover the impact of this educational model through the ICON-edu 2024congress video, which delves into the details of MEDAP and its collaboration with Human AI Tech.
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The Survey on Social and Emotional Skills (SSES), promoted by the Organisation for Economic Co-operation and Development (OECD), addresses the growing need to evaluate and foster fundamental skills—not only for academic success but also for the holistic development of students. The evaluation seeks to understand how these skills vary across students with different sociodemographic characteristics, how they influence life outcomes, and the extent to which school and family environments shape their development.
SSES 2023 marks the second cycle of this international assessment, following SSES 2019. In this edition, students from six countries and ten cities or regions participated. Spain joined the study for the first time, evaluating 15-year-old students with a sample including approximately 80 schools and over 3,300 students. The study explored how various factors—ranging from family environment to educational context—affect the development of key competencies.
Study Objectives and Methodology
SSES aims to provide reliable data on young people’s social and emotional skills and their relationship with their environments. The assessment is grounded in the well-known Big Five model, which categorizes skills into five broad domains, further subdivided into secondary competencies:
Task performance: self-control, responsibility, and persistence.
Emotional balance: stress resistance, optimism, and emotional control.
Collaboration: empathy, trust, and cooperation.
Open-mindedness: tolerance, curiosity, and creativity.
Engagement with others: sociability, assertiveness, and energy.
Additionally, the study evaluates indices like achievement motivation and self-efficacy, offering educators and policymakers insights into fostering these essential skills. Alongside assessing social and emotional skills, the study gathers contextual data through:
Self-assessment tools for students.
Contextual questionnaires for students, families, teachers, and school leaders.
The question arises: Could artificial intelligence facilitate a reliable, objective, and efficient evaluation of these competencies through personalized reports?
Key Findings in Spain
The SSES was implemented nationwide, with a representative sample of students from various socioeconomic backgrounds and regions. Spain’s contribution included 79 schools, 3,303 students, 695 teachers, and 74 school leaders. Ensuring uniform application of assessments and consistent interpretation of data across regions posed a significant challenge.
The SSES results show significant variability in socio-emotional competencies across different socio-demographic groups. For example, gender differences in competencies such as assertiveness and achievement motivation are more pronounced in Spain compared to the international average. Furthermore, disadvantaged students tend to report lower levels in all competencies assessed. Thus, the most significant findings and results of the SSES 2023 in Spain are:
Highlights of SSES 2023 in Spain:
1. Gender Differences in Socioemotional Skills
Girls demonstrated significantly lower levels in 8 of the 15 evaluated competencies compared to boys, particularly in:
Emotional balance: stress resistance, optimism, and emotional control.
Engagement with others: energy, sociability, confidence, and assertiveness.
Open-mindedness: creativity.
Boys scored lower in:
Task performance: achievement motivation, responsibility, and persistence.
Collaboration: empathy.
Open-mindedness: tolerance.
2. Socioeconomic Disparities in Socioemotional Skills
Students from disadvantaged socioeconomic backgrounds scored lower in all competencies compared to their advantaged peers, with the largest gaps observed in:
Task performance: achievement motivation, persistence, responsibility, and self-control.
Engagement with others: energy, assertiveness, and sociability.
Emotional balance: emotional control, confidence, and optimism.
3. Impact on Educational and Professional Outcomes
Skills under task performance—such as motivation, persistence, responsibility, and self-control—strongly correlated with higher academic performance.
Surprisingly, highly sociable students tended to perform worse academically, as sociability had a negative impact on grades and attendance.
Spanish students exhibited ambitious career plans: 81% aimed to complete tertiary education, with higher expectations among girls, socioeconomically advantaged students, and native-born individuals.
40% of Spanish students expressed intentions of entrepreneurship, aspiring to start their own businesses. Competencies like assertiveness, energy, creativity, sociability, and optimism were strongly linked to entrepreneurial ambition, especially among immigrant students.
4. Relationship with Well-being and Health
Competencies related to emotional balance—such as optimism and emotional control—were positively associated with better psychological well-being, life satisfaction, and healthy habits.
Students with higher levels of engagement with others and emotional balance reported lower levels of exam and classroom anxiety.
Gender disparities in health and well-being were notably wider in Spain compared to the international average. Girls reported worse outcomes across all six health and well-being measures—except relationship satisfaction—than boys.
Conclusions
The findings underscore the importance of targeted interventions to strengthen specific competencies that influence academic performance, social interactions, emotional management, and overall well-being. Key takeaways include:
Addressing disparities: Educational policies must focus on bridging gender and socioeconomic gaps in essential skills development.
Program development: Initiatives to enhance empathy, cooperation, and socioemotional education should be more effectively integrated into the national curriculum.
International benchmarking: The study provides valuable comparisons, highlighting Spain’s strengths and areas for improvement.
In the long term, SSES is expected to yield more data to shape educational policies and teaching practices. This study reflects Spain’s commitment to holistic education, recognizing the role of socioemotional skills in shaping resilient, empathetic, and capable citizens.
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“The aim of the regulation is to establish a professional training and guidance system that, while strengthening the competitiveness and sustainability of the Spanish economy, can flexibly respond to the interests, expectations, and aspirations of individuals for lifelong professional qualification, as well as the skills demanded by new productive and sectoral needs to enhance productivity and generate employment.” — Organic Law 3/2022, March 31, on the Organization and Integration of Vocational Training
More Vocational Training, More Opportunities
The new Vocational Training Law seeks to develop a more flexible, accessible, and certifiable FP system. Its most significant changes can be summarized in four key points:
Integration of Educational FP and Employment FP Systems The new FP system will be organized into five cumulative and progressive qualification levels, ranging from micro-courses to specialized certifications. This modular offering will allow for more flexible and personalized learning pathways tailored to students’ needs and goals.
Expansion of Dual Vocational Training With the expansion of the Dual Vocational Training model, many students will complete a significant portion of their training within companies. This approach facilitates their entry into the labor market and aligns training programs with the productive needs of each region.
Accreditation of Professional Competencies The new FP Law makes it easier for workers without official qualifications to have their professional skills recognized. Through a permanent administrative process, these workers can officially validate their work experience. Additionally, a professional guidance service will help design individual and group training pathways.
Adaptation to Business Needs In recent years, FP has become the most in-demand official training by Spanish companies. One of FP’s major challenges is bridging the gap between academia and industry. The new law incorporates proposals directly from the business sector to better align FP with the needs of the labor market. This trend is expected to grow further thanks to the new FP Law.
More FP, Better Career Guidance
The new legislation establishes and regulates a professional guidance system linked to the Vocational Training framework. The law emphasizes the importance of career guidance as a process that equips students with the knowledge and skills needed to enter and thrive in the workforce.
This guidance ensures that vocational training is not only technical but also comprehensive, preparing students to meet the current demands of the labor market. It gives them a clear and realistic understanding of their career options, helping them make informed decisions about their academic and professional futures.
The new Vocational Training Law significantly enhances career guidance at all educational levels. It expands and personalizes guidance services, ensuring every student receives an initial assessment to align their skills, interests, and aspirations with market demands. The law also promotes proactive career planning and stronger collaboration with businesses, improving the transition from education to employment. Additionally, it reinforces support and continuous training for guidance counselors, equipping them with up-to-date knowledge on market trends and new teaching methodologies, solidifying the relevance of career guidance in FP.
This alignment of individual competencies with sector-specific needs enables more effective career guidance, where individual skills are assessed and enhanced to adapt careers to market trends and personal interests. Continuous evaluation and adaptation of these programs are crucial for maintaining their relevance and effectiveness.
Success Story: Career Guidance and Socio-Emotional Competencies
Following the approval of Organic Law 3/2022, the Centro Integrado de Formación Profesional del Mar—Spain’s only Vocational Training center specializing in the maritime and fishing sectors—undertook a comprehensive overhaul of its curriculum. The two vocational modules, Training and Career Guidance and Entrepreneurship and Business Initiative, were retained but renamed and restructured as Personal Employability Pathway I and II.
The CIFP del Mar is committed to the importance of training and self-training in social and emotional skills (SES) using the OCEAN model (Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism), also known as the Big Five framework by the OECD. Socio-emotional competencies are vital for lifelong learning and the ability to “learn, unlearn, and relearn.”
CIFP del Mar and Human AI
CIFP del Mar integrates a project within its training cycles to analyze, evaluate, and develop socio-emotional competencies using the artificial intelligence tool Human AI Tech. This initiative represents an educational transformation, utilizing AI to assess and enhance students’ emotional and social skills.
Human AI generates individualized reports highlighting each student’s strengths and areas for improvement in socio-emotional competencies based on natural language text. These reports become an integral part of the educational process throughout the academic year. Activities tailored to this data enable students to consciously address areas for improvement while reinforcing their strengths.
Teachers and tutors at CIFP del Mar use these reports to integrate the data into both theoretical and practical training. This approach ensures a smoother transition of knowledge and skills from the classroom to the workplace, providing students with a solid foundation for professional growth.
The methodology also includes specific activities designed to address individual student needs identified through Human AI Tech. These activities not only enhance classroom learning but also prepare students for real-world challenges, improving their employability and adaptability in the labor market.
Building the Future
CIFP del Mar’s experience demonstrates how integrating advanced technologies and personal development-focused pedagogies can significantly enrich vocational training. This case highlights the importance of adapting education to future labor needs while establishing a replicable model for incorporating socio-emotional competencies into curricula. This proactive approach ensures students are not only technically proficient but also emotionally and socially equipped to succeed in any professional environment.
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On June 11, the results of the 8th edition of the Innova Program were announced. Out of 257 submitted initiatives, 59 organizations were selected to implement their projects in the social, cultural, and rural sectors. Among them is “CompetencIA. North-South Women’s Adaptive Sports: AI for Developing Socio-Emotional Skills”, an innovative and inclusive project spearheaded by Asociación SAMAY, Human AI Tech, and Asociación Innovactoras. This initiative focuses on inclusive sports and technological innovation.
The CompetencIA project will launch in October 2024 and run until August 2026 in two distinct contexts: Navarra, Spain, and Quetzaltenango, Guatemala. Its primary goal is to foster the development of socio-emotional skills by combining adaptive sports with artificial intelligence.
Innovative, Inclusive, and Social Projects
The Innova Program, led by Fundación Caja Navarra and Fundación “la Caixa,” aims to support projects that promote innovative, inclusive, and social development in the Autonomous Community of Navarra, aligned with the United Nations’ 2030 Agenda for Sustainable Development Goals (SDGs).
This program seeks to encourage transformative social, cultural, and local initiatives. It fosters training, critical reflection, collaboration across entities and sectors, and provides financial support to projects that advance inclusion and sustainable development goals.
Inclusive Sports, Humanized Technology: Goals of the CompetencIA Project
1. Inclusion and Humanized Technology
Adaptive sports serve not only as a powerful tool for social inclusion but also as a platform for developing essential socio-emotional skills. With the support of artificial intelligence, this project aims to maximize these benefits, offering participants an enriching and transformative experience.
2. International Implementation and Validation
Between 2025 and 2026, the project’s AI tool will be validated in two different settings:
Navarra, Spain: Collaboration with 80 athletes with disabilities.
Quetzaltenango, Guatemala: Engagement with 80 young individuals with disabilities in a rural context through SAMAY’s Adaptive Sports Camps.
3. Focus on Gender Equality
A key feature of CompetencIA is its emphasis on female inclusion. Approximately 60% of participants will be women. Additionally, the project will introduce new recognition categories in the Innovactoras Awards to honor outstanding women in this field.
4. Publications and Recognitions
In 2026, a book will be published celebrating the women recognized through the project and presenting its scientific findings. This publication will serve as a valuable reference for future research and practices in adaptive sports and artificial intelligence.
Sustainable Development Goals
The CompetencIA project aligns with several goals and targets of the 2030 Agenda:
Promoting mental health and socio-emotional well-being (SDG 3): Through adaptive sports, the project strengthens participants’ mental health and socio-emotional competencies. Sports serve as a powerful tool for personal and emotional development.
Encouraging technology use while advancing gender equality (SDG 5): By integrating artificial intelligence and information and communication technologies (ICT), the project fosters a more inclusive and equitable environment. Humanized technology plays a pivotal role in closing the gender gap.
Ensuring equal opportunities for all (SDG 10): The initiative focuses on creating equal opportunities regardless of gender, geographical location, or physical abilities. It will involve 160 athletes with disabilities committed to unlocking their full potential.
We anticipate that CompetencIA will have a significant impact on the communities involved, transforming lives through adaptive sports and artificial intelligence. By promoting inclusion, equality, innovation, and socio-emotional development, we aim to build a more humanized society. Are you ready to join us?
As the project unfolds, we’ll share updates and results with our community on social media.
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