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

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

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

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

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

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

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

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

Audrey Azoulay – Director General of UNESCO

Recommendations to take advantage of opportunities and face challenges

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

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

As a conclusion….

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

What do families, teachers and students think about AI?

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

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

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

AI impact in Spain

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

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

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

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

Some relevant data

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

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

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

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

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

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

Creativity and critical thinking: main challenges of AI

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

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

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

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

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

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

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

Socioemotional Skills and Employability in FP

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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.”

CIDS

The I International Congress for the Development of Socioemotional Competencies arose from the need to create a space for debate to help reflect on the key competencies that should be promoted by academic institutions and organizations.

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.

The team of the Integrated Center of Vocational Training of the Sea presented the project “Evaluation and Orientation of Socioemotional Competences applying Artificial Intelligence: An Innovative Approach for the Development of Employability in Vocational Training”; a training project in competences using the Human AI tool.

Impact of social-emotional competencies in FP

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 specific activities 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

If you are interested in knowing how Human AI works, ask for our demo! https://tu-demo.humanaitech.com/

A hug between technology and humanity

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Tech for Humanity Summit

Tech for Humanity Summit, held in Bilbao from March 11-13, was a global event on technology and humanity that brought together innovators and social entrepreneurs from around the world. Organized by Ashoka and BBK, the meeting served as a platform for collaboration and the exchange of cutting-edge ideas, with the common goal of creating a future in which technology is used to benefit the common good.

Event participants – including María Beunza, CEO of Human AI – had the opportunity to network and forge strategic alliances. Social entrepreneurs, business leaders and philanthropists gathered to discuss and develop new initiatives to ensure that technology is a positive and transformative force.

Antonella Broglia – Ambassador of Ashoka Spain, presenter of the event and member of the Innovactoras Association – proposed to flee from dystopian visions and – instead of falling into the typical apocalyptic perspectives on the struggle between humans and machines – wanted to enter into a constructive public debate on artificial intelligence (AI). A debate that, far from generating fear, encourages action and critical reflection.

Artificial intelligence at the service of society

Nora Sarasola – Director of BBK’s Social Work – pointed out that AI will be integrated into all areas of life, from industry to health, education and the environment. Its impact, both positive and negative, will be gigantic, so it is crucial to work together to ensure that AI is at the service of society. And it is precisely against this backdrop that Tech Humanity has emerged, an initiative of BBK and Ashoka that seeks to bring order to the multiplicity of ideas and messages about AI, offering hope about its applications and its influence on society.

“We want to combine the best of Artificial Intelligence with the best of human intelligence.”

Tech Humanity is committed to a humanistic approach to AI, combining the best of artificial intelligence with the best of human intelligence. Its goal is for AI to be at the service of society, and people at the center of AI, as a tool capable of generating positive impact.

Nora highlighted BBK’s collaboration with Ashoka, the world’s largest network of social entrepreneurs: leading entrepreneurs in the use of AI for the common good, with the aim of protecting citizenship, democracy and coexistence.

Social Entrepreneurs: Architects of a Sustainable Future

These social entrepreneurs, with a clear vision of systemic change, have demonstrated their effectiveness in solving social problems through the application of technology.

“So what is a social entrepreneur?”. A social entrepreneur is an individual with a vision and an obsession to solve: a social problem,” Antonella emphasized. Her success is not measured in economic terms, but in the positive impact she generates in society: “How much life transformed, how much suffering I have eliminated, how many serious problems I have removed from circulation and in all social fields”. In addition, he added, social entrepreneurs:

  • They address root causes: They do not limit themselves to superficial solutions, but seek to understand and attack the root causes of problems.
  • They have a proven impact: Their models are already working and have transformed the lives of thousands or even millions of people.
  • They influence public policy: Their work has the capacity to change the way things are done, to change laws, reaching the political level.

Imagining the future of education with AI

One of the social entrepreneurs who opened the event was Antonio García Vicente, a 16-year-old with a great passion for education and technology, who invited with his presentation to reflect on how artificial intelligence (AI) can transform the education of the future.

Antonio – involved since the age of 6 in the world of programming – recognized the importance of education as a tool for change. And it is in this educational context that AI emerges as a powerful ally to democratize education and make it accessible to all. “And what is the potential of AI in education?” he posed.

  • Bridging the education gap: AI can help fill the teacher shortage in rural or hard-to-reach areas, providing quality education to all children and youth.
  • Personalize learning: AI can adapt to the individual needs of each student, creating personalized and inclusive learning experiences.
  • Empower creativity: AI can help students visualize their ideas, evaluate and optimize them, boosting their ability to think creatively.
  • Cater to diversity: AI can facilitate the integration of students with different cultures or disabilities, creating inclusive and accessible classrooms.

Antonio invited us to imagine a future where AI is used responsibly to build a better world. A future where education is of quality, accessible and inclusive for all. However, he cautions that AI cannot replace the work of teachers. Human interaction is fundamental for the social and emotional development of children. It is necessary to use AI responsibly and ethically, to prevent it from becoming a threat to humanity.

“Artificial intelligence is here to help us but it will never be able to replace a teacher completely. When we are children we spend a large part of our time at school and it is something vital not only for our educational formation but also for our formation as people; and that is why the human side of teachers is so important, as they transmit values that are impossible to program in a machine.”

A forum for debate and reflection

Tech for Humanity was presented as a forum open to participation through round tables, debates, interviews and conferences. The objective was to learn from social entrepreneurs and to explore the application of their innovative solutions. It is an effort to build a better future for all, where AI is put at the service of the common good. Nora invited “all citizens to feel involved, to understand all these issues and the potential and the risk that artificial intelligence poses, to understand that it is part of our daily lives – whether we want it or not – and that we can have a collective debate”.

“It is time to understand that we have a responsibility to use it to build a better future,” he said at the close of the event. Tech for Humanity therefore stands as a voice for the defense of thought, reflection, clarity and the coexistence of technology and humanity.

Inclusive innovation: empowering capabilities with AI

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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.

Innovation in AI for social-emotional learning

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Finalists in EXPOELEARNING 2024

Human AI – the artificial intelligence (AI) tool at the service of socioemotional learning and human well-being – was chosen as a finalist in the “Best Innovation in Training” category at EXPOELEARNING 2024, the largest professional meeting and reference event in Digital Learning.

HumanAI Tech has been recognized for its innovative approach to the development of students’ socioemotional skills, adapting to their needs and personality. The tool is based on AI to personalize learning and improve academic performance, motivation, self-esteem and overall well-being.

An enriching event

  • To find keys to implement eLearning in organizations.
  • Learn about innovative technologies
  • Listen to successful projects
  • Discover a wide digital learning ecosystem
  • To learn more about emerging training trends
  • To be able to choose the most disruptive format for Corporate Learning projects
  • Create synergies and networking
  • Discover the most suitable platform for your company or institution

EXPOELEARNING 2024 was an opportunity to be updated with the latest trends in innovation, technology and new learning formats.

A stand full of connections and learning

During the two days of the event, the Human AI team attended a large number of visitors at booth 9, where they could learn about the tool and its benefits. In addition, synergies were created with other professionals in the sector, there was an opportunity to meet again with friends from Navarra and allies, and new opportunities for collaboration were opened.

We continue with the desire and enthusiasm to continue growing and transforming the sector of training, talent and human development, committing ourselves to continue working for a more human and innovative AI that puts technology at the service of the welfare of people.