A reflection on self-knowledge

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How can we teach to know the world as an object without first learning to know ourselves as subjects?

“Autoconocimiento y formación: más allá de la educación en valores”

Self-knowledge helps us not only to understand ourselves better, but also enables us to identify our personal and professional goals in a more accurate, realistic and meaningful way. This valuable aspect of our development, however, is often overlooked in education. We focus on acquiring knowledge and technical skills, but rarely stop to explore our own identity.

Gnoseological imperative

Importance of self-knowledge

The claim of self-knowledge is as old as humanity: “know yourself”. The well-known Greek aphorism is part of that “learning to be”, that basic and ontological competence of our life and our personal development. The first step, therefore, following the Greek line, would be to recognize that we are ignorant of ourselves: “I only know that I know nothing” or that I know nothing, as we would say with Socrates.

Likewise, Kant affirmed that self-knowledge, for reason, was “the most difficult of all its tasks”. Precisely because the philosopher communicates the idea of a complete, finished and perfect self-knowledge, and not as the possibility of a gradual process of knowledge, diversified in progressive moments. The need therefore arises for a process of personal growth that includes this gnoseological aspect: to be able to develop a foundation oriented to find out gradually and in depth who and how we are in order to understand why and for what purpose we act.

Pedagogical imperative

Pedagogical and didactic importance

“Self-awareness is perhaps the greatest and most misdiagnosed learning difficulty, and the most unnoticed educational failure of human beings.”

Agustín de la Herrán Gascón – professor

Beyond, therefore, being an individual imperative, self-knowledge is also a pedagogical requirement: “self-knowledge is an educational right that, although it may not be interesting for the profitability of social systems, it is interesting for personal maturity or evolution. Therefore, from the point of view of training, its teaching, is a professional imperative of the teacher”, says Agustín de la Herrán Gascón, pedagogue, doctor in Education and professor at the Universidad Autónoma de Madrid.

Didactic premises

  • Self-knowledge is the axis of personal maturity, which in turn is the axis of formation, which in turn is the fundamental purpose of didactic
  • It is also a radical (spiral of transversals) or perennial theme. Teachers can contemplate it as an object and objective of reflection and teaching.
  • It can be communicated directly (by dealing with it) or indirectly (from other contents), as long as one acts not only with science, but also with awareness.
  • Before it can be taught, sufficient experience of awareness and experiential self-knowledge is required.
  • The didactic principles for this are coherence-exemplarity, internalization-evolution and the transmission of more concern for knowledge-consciousness, as a function of human evolution (our own, others’, collective and human in general).

Get to know yourself better, to be better.

Beyond data, there is information, beyond information there is knowledge, beyond knowledge, there is decision making, and subsequently the transformation of the person. The process of self-knowledge starts, therefore, from the knowledge of the data to end in the configuration and transformation of the personal being.

“Self-knowledge is a process linked to a result: the human being “is not born as a self […] he learns to be a self.”

K. Popper

An education, therefore, that favors the realization of meaningful and creative learning is undoubtedly a fertile education; and a Didactics that adopts self-knowledge as a formative reference can always be even more useful to know oneself better and be able to be better. Thus, self-knowledge leads the student to be able to integrate knowledge and at the same time to internalize himself as a person, a horizon to which education should aspire.

Socioemotional education and learning

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In recent years, a movement has been generated in favor of promoting, disseminating and developing emotional education as a psycho-pedagogical innovation.

The Rethinking Education report (Unesco, 2015) certifies the need to overcome traditional academic learning and to foster a holistic approach to education and learning, in order to overcome traditional dichotomies between cognitive, emotional and ethical aspects.

Emotional intelligence

The construct of intelligence has undergone a very important conceptual expansion, especially since Gardner’s theory of multiple intelligences (1993), which has had a great impact on the attention to diversity in the educational context.

“Ability to perceive, appraise and express emotions accurately, access and generate feelings that facilitate thinking, understand emotions and regulate them to enable emotional and intellectual growth.”

Mayer & Salovey, 1997, What is emotional intelligence?

The academic deliberation about this concept is long and interesting: the development of the concept of emotional intelligence, Salovey and Mayer (1990), Goleman, D. (1995), interpersonal and intrapersonal intelligence, Gardner 1993; personal intelligence, Sternberg (2000), the so-called social competence by Rose-Krasnor (1997), Cherniss (2000), Topping, Bremmer and Holmes (2000) and Zirkel, (2000); etc.

Under the term emotional intelligence there are several conceptions that allow understanding this reality in at least three ways: as a cultural movement, as a personality trait and as a mental capacity.

From intelligence to emotional education 

From the educational point of view, it is preferred to speak, instead of intelligence, of emotional education, emphasizing the interaction between the person and the environment and, as a consequence, great importance is given to the learning and progress of the person in these competencies.

“Emotional education is understood as a continuous and permanent educational process, which aims to enhance the development of emotional competencies as an essential element of the integral development of the person, in order to train him/her for life”.

Bisquerra, R. (2009b). Orientació psicopedagògica, educació emocional i ciutadania.

The concept of emotional education is broader than that of emotional intelligence, although it is based on it; it has an integrating and open character. It includes contributions from neuroscience, research on positive psychology and subjective well-being, and the concept of flow, among others.

In the midst of the conceptual debate, a common point stands out: the existence of a set of emotional competencies, with a great value for life, competencies that can be learned and acquired. Emotional education therefore aims to contribute to this integral development.

The educational implication of this statement is very clear: it is necessary to focus efforts on the development of emotional competencies and to delegate to psychology the elucidation of the construct of emotional intelligence.

Emotional education at the service of skills development

From this educational approach, it is not enough to perform “some activities” from time to time. It requires intentional, systematic and effective work that requires an organized, coherent and integrated set of activities articulated with a common purpose.

  • Learning to motivate oneself.
  • Dealing with frustration.
  • Control anger and impulsive behavior.
  • Develop and spread a sense of humor.
  • Generate and self-generate positive emotions.
  • Foster empathy.
  • Delaying gratification.

This is a short list of emotional competencies whose development allows us to be better prepared for life, favoring aspects such as learning processes, interpersonal relationships, problem solving and the achievement and maintenance of a potential job, promoting a predisposition to learning, reducing conflict, reducing risk behaviors, improving the classroom climate, among other benefits.

“Emotional competencies are the set of knowledge, abilities, skills and attitudes necessary to understand, express and regulate emotional phenomena appropriately”.

Pérez, N, & Filella, G. (2019). Emotional education for the development of emotional competencies in children and adolescents. Praxis & Knowledge

Educating people, more than intelligences

In the educational ecosystem there is a clear conviction: teachers come to their classes with the desire to transform people, not intelligences.

Students are subjects susceptible of assuming not only technical or cognitive skills and competencies, but competencies in which they learn to manage in any situation, challenge and opportunity, whether personal, family or professional; so that they put into play and put into practice everything they have learned and acquired in the teaching and learning process.

Taking into account this implication entails, within the educational framework, designing personalized interventions adapted to the target audience with an active and motivating methodology. In this sense, it is worth remembering that a key element prior to the implementation of emotional education programs is the training of the educators in charge of their application.

Cfr. “Emotional education for the development of emotional competencies in children and adolescents“.

In order to assess competencies and develop them, try Human AI and learn 35 soft skills with just one text.

INTERNATIONAL FORUM ON ARTIFICIAL INTELLIGENCE

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More technological, more human

FIIA 2023, International Forum on Artificial Intelligence, is proposed as a space for international dialogue to discuss the present and future of artificial intelligence. On the first day organized by the Universidad Tecnológica Nacional and Ticmas; Melania Ottaviano, HumanAI advisor, and Susel Jacquet, from the Ticmas team; talked with Patricio Zunini about how technology can become a useful tool to develop social-emotional learning.

More and more voices in the intellectual sphere are calling not only to take into account the growing insensitivity that can accompany the rise of technology, but also to continue to proactively develop our human condition.

(DE)HUMANIZATION?

If, instead of apocalyptic dehumanization, technology were a tool for developing socioemotional skills? This question was the key to the dialogue between Melania Ottaviano and Susel Jacquet at FIIA2023, on August 30 in the auditorium of the Regional Faculty of Córdoba of the National Technological University.

Our advisor in Argentina, Melania Ottaviano, director of the Diploma in Educational Innovation at Universidad Siglo 21 and part of the academic team of the Specialization in Virtual Learning Environments at Universidad Católica Argentina, stated that “it is extremely important to accompany all the development of Artificial Intelligence with human development”.

In the educational ecosystem, Melania continued, “it is increasingly important to begin to organically include emotional intelligence or everything that has to do with human skills in the teaching curriculum. These skills, Artificial Intelligence obviously cannot execute them, it cannot replace us (…) so it is key to include these types of skills, especially for the challenges of today’s world, for our students and also for teachers.” In a world full of technology, algorithms and big data, it is urgent to develop our more human side, since “we obviously run the risk that if we do not do it, we will not accompany this evolution”.

MORE SELF-KNOWLEDGE

“What recommendations would you give for working on the socioemotional dimension in an institution in an organization, not just in a school?”.

Regarding the development of the socioemotional part, Melania advocates for a boost in self-knowledge: “We know very little about our students, although we know if our students are good in Mathematics, Logic, Language… we know little about their level of leadership, empathy, frustration tolerance… and that is one of the challenges we also have today as teachers; to begin to know them to generate plans that can strengthen these skills”.

Self-knowledge is a fundamental part in order to develop this socioemotional dimension, and not only for students, but also for teachers and managers, since “there are few spaces in the institutions for self-knowledge, and it is essential to know what training they have and what challenges of these human skills are also necessary to develop in them”.

To this end, she stated: “I believe that the commitment of the management team is key, and to know that these are projects that are designed and must be sustained in the long term. We are very used to wanting to get results quickly and when we work with human skills, although they are malleable, they obviously require time, which is why I say that measurement is also key”.

MORE HUMANE

From this need arises the innovative proposal of Human AI: “We combine Artificial Intelligence and human development.Precisely through this application – which was developed with artificial intelligence – we can obtain a report, an analysis of our students, of more than 30 socioemotional skills; and from there we can make a project, a planning; knowing what are the opportunities for improvement and in which ones to continue growing and strengthening”.

Melania, commenting on the relationship between technology and the socioemotional part, affirmed that it is necessary to “find a balance between the use of this technology and seek a connection more and more to our essence as humans. There are always ethical limits, and in Human AI’s work there is strict data control to preserve the identity and sensitive information of each individual user. The preservation of identity is part of the ethical dimension of the company, because it is precisely sensitive information that you are having about a person, and it is very relevant”.

But she urged that this ethical debate “must be taken to the inside of each institution”. Although debates are taking place at the international and national level, I believe that we must open spaces for discussion in each institution. This is moving very fast, if we wait for the regulations to come from somewhere else, we will never be up to the task. There is a lot to discuss, some people are afraid of it, but I think we have to see it as an opportunity”.

An innovative partnership in education – Latam

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Education in Latam moves towards a promising future

A pioneering collaboration begins that will help transform the educational landscape in Latin America. The school network Itinere in Argentina and Uruguay has joined the innovation ecosystem of Human AI, a company that develops tools based on responsible artificial intelligence, to establish a pioneering educational innovation hub in the region.

This innovative agreement promises to revolutionize the way in which students and teachers develop socioemotional competencies, avoiding traditional tools and their drawbacks, in addition to promoting cutting-edge research projects in collaboration with universities and Human AI experts.

“The collaboration between the Itinere network of schools and HumanAI will allow students and teachers to reach their full potential, which is both a right and a pillar for education to be a great engine of change and social belonging.”

Darío Alvarez Klar, Founder and Director of Itínere Red Educativa

Integral development of competencies supported by ethical IA

At the heart of this strategic alliance is a shared commitment to driving holistic competency development. With the help of responsible, evidence-based AI from Human AI, innovative tools will be co-designed to assist management teams, teachers and students in their personal and academic growth. This will mark a milestone in Latin American education by combining Itinere’s pedagogical expertise with Humana AI’s cutting-edge technology.

“Our collaboration involves fostering socioemotional competencies among students and teachers, conducting cutting-edge research projects and harnessing the power of innovation together with universities and experts within the Human AI ecosystem.”

María Beunza, CEO of Human AI.

“Oh the AI!”

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Creativity versus AI, the impact of AI in professions and trades, the use of GPT chat in the classroom, AI-based avatars as a teaching tool and ethics and values in the use of AI were some of the issues addressed by the various speakers at the conference for teachers “Oh the AI” organized by the Navarre Employment Service at the Civican in Pamplona; moderated by Rubén León, a journalist from Spanish Television.

“Education has to change, it can no longer be focused on the industrial model and must open doors to a digital world” said teacher Rubén Jiménez, in the block on creativity and AI.

Carlos Fernández de Vigo – film director, screenwriter and video game creator – spoke about the AI revolution in our lives as a historic opportunity. From Emotional Films – a new interactive audiovisual format that aims to offer audiences an experience that adapts in real time to their emotions and other key audience data – they have carried out projects with AI, among others, with the Cervantes Institute. “Movies are not the same depending on who is watching them and at what time they are watching them, they evolve with the viewer.”

Their vision of technology is philosophical and includes many sociological, pedagogical, psychological, neuromarketing, lawyer and engineer profiles. “We are people who want our creations to live on. We have made short films with people who were recycled from other sectors and thanks to technology they did the reskilling”.

Francesc Pujol – writer and teacher at the University of Navarra – with his vision of active network explorer started using ChatGPT because he imagined a radical impact on the learning process, both his own and regulated. He has learned to integrate it from practice and testing, without waiting to be told about it and advocating that all student work should be delivered together with the methodology used to carry it out, the screenshots of the questions to ChatGPT, assuming that from now on it will be an inevitable and indeed recommended use.

“You don’t have to wait to be an expert to use ChatGPT, no high training is necessary and it has a lot of self-learning. We have to give ourselves the right to explore and make mistakes in the use of AI” says Francesc. “ChatGPT should be used to ask about things we know, this seems counter-intuitive but it involves improving the things you already do.” Conclusion, let ChatGPT work for you and not instead of you, let it be an assistant and not an agent.

Finally, Elena Alemán is president of LucIA foundation, an initiative that aims to achieve a degree of knowledge, development and implementation of Artificial Intelligence (AI) ecosystems equivalent to those achieved in recent decades in the field of renewable energies. For his part, he presented the topic “Ethics and values in AI”.

Good uses? AI is making our lives easier, to help us with more global issues: health, environment, research thanks to a lot of rapidly processed data. Dark” uses? Since AI decides and generates content, it is important to know with what values and criteria it has been trained and the ownership of the data.

“Technology is ahead of legislation, in Europe a regulation is going to be generated in the first quarter of the year 24. What can we do? Training, communication and AI to combat AI.”

Without well-being there is no real victory

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There are many elite athletes who have shared and made visible their own situations and mental health problems in the face of the demands of a sport that puts 100% of their physical and emotional capabilities. 

“I never would have thought I would get mentally ill from a sport I loved so much.”

Te Kura Ngata-Aerengamate, New Zealand rugby player.

“For me at the time, the expectations were much higher than the level I was at at the time. The pressure got the better of me, the anxiety overcame me.”

Paula Badosa, tennis player number 8 in the world ranking.

“I continue to go to therapy because I need to fix myself. Eventually, life teaches you that depression and mental illness can affect anyone.”

Andrés Iniesta , Spanish soccer player, World Champion 2010.

“I could put on a happy face in public, but behind the doors, I was having crises that no one knew about.”

Michel Phelps, Olympic swimmer.

Sport as a daily exercise practice is undoubtedly one of the best allies of mental health, however, taken to extreme levels – and without adequate socio-emotional development -, it can become the biggest rival of mental health.

When you end up straining the muscle without training it and training it breaks down, so does the psyche.

Essential training: mental health

The importance of mental health is one of the most current issues of our generation. And it is no less so in a context in which we live in a continuous level of high demand; where stress, pressure, concentration and expectations are the daily bread.

Athletes internalize from the first training session that they must work hard to arrive, to win, to reach the goal, the record. At the same time, it is important to differentiate virtues such as perseverance, hard work, resilience and self-improvement from other types of utopian demands, toxic thoughts and vitiated attitudes that endanger mental and emotional health, and therefore sporting performance itself.

Sports mental health is not simply having high emotional resilience in the face of stressful situations. It is a holistic approach: tools, inner mechanisms and mental, social and emotional habits capable of balancing the different dimensions of the person; allowing to perform better in competition and above all generating an integral well-being.

The most widespread problems

“We hear a lot about post-Olympic depression, but I haven’t seen any research on mental health before the Olympics,” comments Zoe Poucher in her research exploring the prevalence of symptoms of common mental disorders among elite Canadian athletes in the wake of Olympic gymnast Simone Biles’ mental health retirement.

According to this study conducted at the University of Toronto, depression, anxiety and eating disorder are the most widespread problems in athletes, with depression being the most significant.

With situations such as depression, it becomes essential to give the necessary importance and space to these mental health issues in the sports career, from training, competitions to the athlete’s retirement.

Facing these types of realities does not by itself enable one to know how to manage them.

Young people cared for, successful athlete

Why not work on and develop prevention and training programs? Do we have to reach the limits of performance to become aware that emotional management and mental health are essential? Why not work with the youth, the children who are just starting to train, the sports clubs?

Working and taking care of the psychic and emotional dimension from the beginning: self-knowledge, mental strategies, concentration mechanisms, stress management, self-esteem, empathy, mutual support, etc. will ensure that in the long term young athletes will be able to reach the highest level in a healthy way, enjoying themselves and without breaking down psychologically.

No sporting success can compensate for the enormous sacrifice of one’s own well-being and personal happiness.

AI and Emotional Education – SIMO EDUCATION

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

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

FOUR PILLARS 

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

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

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

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

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

AI and Emotional Education

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

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

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

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

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

AI Applied to Higher Education and Employment

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

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

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

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

*UHE Review

“Words convince, example drags”

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

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

Women with impact in social innovation

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

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

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

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

TutorIA: Innovation in Evaluation and SES Development

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

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

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

Synergies between FPs and Companies

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

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

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

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

HUMAN AI at the service of Vocational Training and Employability

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

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

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

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

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