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.

Understanding Personality: OCEAN Model

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“Who are you?”

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.
  • Professional development: Helping people to understand their strengths and areas for improvement in order to develop their potential, interpersonal skills and leadership capabilities.
  • 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

University and Business: collaborative innovation

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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.

News in the media: Artificial intelligence designed in Navarra to analyze the personality of the author of a text

12 Success Stories Using AI for Socio-Emotional Development

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Human AI was born as a research, development, and co-design project between the education, business, and university sectors. Today, it has grown into a company combining science and technology to create innovative solutions that enhance human well-being and development.

We continue to add clients and partners to our innovation ecosystem. Here, we present 12 success stories and ten testimonials from individuals and institutions that have implemented Human AI, showcasing how artificial intelligence can be a powerful catalyst for human well-being.

1. Colegio Jesuitinas | “Enhancing Personalized Guidance with AI”

“Our evaluation tool serves as a continuous improvement mechanism to support students’ learning and personal development.”

The Jesuitinas School in Pamplona has integrated the Personalized Guidance Educational Model (MEDAP) using Human AI to assess and develop students’ socio-emotional skills, enabling them to build solid, resilient life projects. Human AI plays a key role in transforming assessment systems, optimizing the measurement of competencies, and enriching the teaching-learning process by offering more precise and personalized evaluations. This integration empowers educational institutions to better support their students, facilitating comprehensive development that extends beyond academic performance.

2. CIFP del Mar | “Developing Students’ SES Competencies with AI Support”

“AI has allowed us to systematize the development of key employability skills in the maritime sector.”

In Gijón, CIFP del Mar utilizes Human AI to prepare students in critical socio-emotional competencies for their professional futures, facilitating their entry into a highly competitive job market. By offering detailed and personalized tracking, this tool tailors educational interventions to specific needs, strengthening essential soft skills and fostering greater self-awareness to prepare students for current workplace challenges.

3. Itínere Educational Network | “Creating an Improvement Plan to See Results in a Year”

“This partnership enables us to enhance the holistic development of our students and educators with ethical and responsible AI.”

In Latin America, the collaboration between Itínere Educational Network and Human AI is setting a milestone by blending pedagogical innovation with advanced technology. This pioneering alliance aims to transform the development of socio-emotional competencies through scientifically validated and ethically designed AI. This approach fosters deeper personal and academic growth while positioning the region as a leader in integrating AI into education, establishing a replicable model worldwide.

4. El Molino School | “Empowering Individuals with Intellectual Disabilities Through Human AI”

“Human AI has helped us make technology accessible for all, promoting inclusion.”

At El Molino Special Education School, inclusive innovation has materialized through Human AI’s artificial intelligence, focused on enhancing the capabilities of individuals with intellectual disabilities. This project represents significant progress in technological accessibility, enabling students to actively engage in the digital world while developing essential socio-emotional skills in a personalized manner. Human AI is creating a more inclusive educational environment, where every individual has the opportunity to reach their fullest potential.

5. IED | “Gaining Greater Objectivity in SES Measurement with Human AI”

“This tool helps us make fairer and more precise decisions in talent management.”

At IED, integrating Human AI’s artificial intelligence into the Human Resources Department has been pivotal in achieving greater objectivity when measuring socio-emotional competencies. Alex Uriarte, IED’s People and Culture Director, highlighted how this tool has optimized recruitment processes and internal evaluations, providing precision and an innovative approach that reinforces the company’s technological leadership. This collaboration positions IED at the forefront of digital transformation in talent management.

6. Mentha | “Humanizing Processes, Eliminating Biases, and Offering Generous Feedback”

“Human AI allows us to identify and develop critical soft skills for organizational success.”

MENTHA Executive Search, a leader in high-level headhunting, has taken a decisive step by incorporating Human AI into its talent management processes. This collaboration is transforming candidate evaluation and selection by eliminating biases and providing enriched feedback. MENTHA’s focus is clear: Humanizing processes in order to highlight the true value of individuals in the workforce.

7. Work Perspectives Foundation | “Identifying Key Competencies for Development with Human AI”

“Training must go beyond methodology, focusing on purpose and virtues.”

The Skills and Virtues Program, developed by the Work Perspectives Foundation in collaboration with the University of Navarra’s Institute for Business and Humanism, focuses on developing leadership competencies from a humanistic perspective. Using Human AI, the program strengthens leaders’ core skills, making the tool essential for self-awareness and leadership growth.

8. Unibrokers | “Hosting Workshops Using AI-Driven Insights”

“Human AI’s reports are crucial for strengthening our team’s soft skills.”

At Unibrokers S.A., one of the most recognized insurance brokers in Ecuador, innovation and professional development are fundamental. With the aim of optimizing human talent and strengthening the soft skills of its team, Unibrokers has found a key strategic partner in Human AI. The detailed information on soft skills provided by Human AI reports has allowed the company to design personalized and specific workshops that are developed throughout the year, focusing on critical areas for professional growth and directly impacting the quality of customer service.

9. Ilundáin Foundation | “Exceeding All Expectations with Results”

“Human AI has transformed vocational guidance for youth in a vulnerable situation.”

The Ilundáin Haritz Berri Foundation, committed to social and labour integration of young people in vulnerable situations, has taken an innovative step by incorporating Human AI technology into its career guidance processes. The tool not only facilitates a detailed assessment of key skills for success in the workplace and in society, but also ensures a fairer and more objective selection process, eliminating self-perception biases. When technology and humanity come together, lives can be significantly transformed.

10. Private University of Santa Cruz de la Sierra (UPSA) | “Discovering and Empowering Student Talent”

“Human AI has been a powerful tool to help students understand their socio-emotional competencies and maximize their potential.”

At UPSA in Bolivia, Human AI has transformed the educational experience by enabling students to conduct in-depth self-assessments of 35 key socio-emotional competencies. This process reveals insights for students and empowers educators to enhance each individual’s strengths, marking a new milestone in higher education. Milka Costas Coordinator of the WINN Bolivia Network and Professor of Entrepreneurship and Innovation Management at UPSA shares with us how Human AI has transformed his teaching work.

11. President of the Spanish Society of Psychiatry and Mental Health | “The application of artificial intelligence to psychiatry is promising”

“Human AI offers an innovative tool for diagnosis and treatment in mental health.”

Personality is a key factor in understanding and treating many mental disorders. Manuel Martín Carrasco – psychiatrist, hospital director, president of the Spanish Society of Psychiatry and Mental Health and advisor of Human AI – highlights how Human AI’s artificial intelligence offers a unique opportunity to collaborate in the diagnosis of personality, which can be decisive in the management of these disorders. The complexity of the brain requires the integration of large volumes of data, and AI is presented as a promising tool to achieve more precise and effective interventions in the field of mental health.

12. Cala Education | “Revolutionizing Emotional Well-Being Management with AI”

“Human AI has enabled us to proactively address mental health challenges in our educational community.”

Cala Educación Perú, committed to quality and personalized education in Peru, has integrated Human AI artificial intelligence to address the management of emotional well-being in a more agile and accessible way. According to Elías Neira Arellano, coordinator of the Augustinian Education Commission in Peru and advisor at Cala Perú, this tool has facilitated the identification and prevention of problems such as anxiety and depression, both in students and teachers. In addition, the platform, based on the “Big Five” model of emotional competencies, allows for the scientific and objective measurement of socio-emotional development, thus transforming the educational experience.

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These testimonials demonstrate how Human AI serves as a valuable tool for socio-emotional development and a key ally in fostering more human-centered professional environments.

Ready to transform your institution with Human AI?
Request your demo: https://tu-demo.humanaitech.com

Developing Employability Skills: The “TutorIA” Project

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Introduction to “TutorIA”

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:

  1. Evaluate and certify students’ socio-emotional competencies.
  2. Develop teaching guides and activities to enhance these competencies.
  3. Improve students’ emotional skills.

Project Phases

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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).

Conscientiousness (Big Five) – Skills Performance (SES)

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.

Neuroticism (Big Five) – Emotional Dysregulation (SES)

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.

Among the most notable achievements were:

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.

New Vocational Training Law: Transforming Career Guidance in Spain

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Current Legislative Framework

In March 2022, Spain’s Council of Ministers approved Organic Law 3/2022, which organizes and integrates Vocational Training (FP). Over a year later, Royal Decree 659/2023, dated July 18, was published to further develop the FP system. This decree outlined the implementation schedule for the new FP system over the next four years. Yesterday, May 28, “the Government took the final step for the implementation of the new Vocational Training system for the upcoming 2024-2025 school year,” publishing in the Official State Gazette (BOE) four royal decrees that complete the regulatory framework of the Vocational Training Law approved two years ago.

“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:

  1. 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.
  2. 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.
  3. 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.
  4. 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.

These modules directly and transversally teach socio-emotional competencies, entrepreneurship, and entrepreneurial initiative.

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.

Transforming Lives Through Sports and AI

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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.

TutorIA Project: Multidisciplinary R&D Team and Educational Centers

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The multidisciplinary R&D team at Human AI met on June 19 with representatives from national and international educational institutions to discuss progress in the TutorIA project.

Participants included experts from Human AI, researchers from the University of Navarra, and representatives from participating educational centers: Jesuitinas (Pamplona), Irabia-Izaga (Pamplona), Goierri (Ordizia), CIFP del Mar (Gijón), CEE El Molino (Pamplona), and the Itinere Network (Argentina and Uruguay).

Context of TutorIA

The TutorIA project is a co-designed initiative involving educational centers, research teams, and educational entities. It represents an innovative collaboration between Human AI, the Institute of Data Science and Artificial Intelligence (DATAI), the Institute for Culture and Society (ICS), the School of Education and Psychology at the University of Navarra, and various national and international educational institutions.

The project’s goal is to develop artificial intelligence solutions that support teachers in evaluating and fostering students’ socioemotional skills. This initiative integrates scientific research and innovations addressing the challenges of ethical and responsible AI in assessing and developing socioemotional competencies. Additionally, it validates new evidence-based educational methodologies in collaboration with field experts.

European Regulation

Juan Carlos Hernández, an expert in European regulatory frameworks at the University of Navarra, opened the meeting with a presentation on the new EU regulatory framework for artificial intelligence. He explained the implications of consent requirements and the ethical concerns expected to arise in the upcoming school year.

“I think the issue of European regulation has created a lot of uncertainty for us. It’s reassuring to have this information and know we’re working within an ethical and legal framework,” said Diego Ezcaray, Pedagogical Director of Jesuitinas School.

Hernández emphasized that European regulations focus on ensuring AI systems are safe and respect fundamental rights. He noted that many current concerns relate to generative AI, such as ChatGPT, due to its probabilistic nature. “Artificial intelligence must focus on people and be transparent, ethical, and technically sound,” he stated.

Academic Journey

Dr. Beatriz Abad, R&D Projects Coordinator at Human AI, provided a summary of the conferences and academic events where Human AI has participated:

Íñigo Benito, Head of Innovation and Co-Design at Human AI. Shared relevant data from the OECD 2023 Socioemotional Skills Study, contrasted with findings from Human AI’s research.

Dr. Abad also highlighted the importance of collaboration with DATAI, ICS, and the School of Education and Psychology at the University of Navarra. Collaborations that have been instrumental in advancing the integration of research.

Collaborative Research

Drs. Martín Martínez and Elkin García from MIPAC presented preliminary results from the PersonIA Project, emphasizing its complementarity with linguistic findings by Dr. Dámaso Izquierdo from ICS and AI language model experimentation led by Dr. Horacio Grass at DATAI. This multidisciplinary approach enables a deeper understanding of socioemotional skills and their development.

Martínez and García highlighted how comparisons with traditional tools in educational and clinical populations have yielded valuable insights. They stressed the importance of collaboration across disciplines to validate new methodologies in the TutorIA project.

Educational Focus

A significant portion of the meeting focused on evaluating the perspectives of each participating center regarding the project’s impact on tutoring, employability, and teaching.

Representatives from Jesuitinas, Irabia-Izaga, Goierri, CIFP del Mar, CEE El Molino, and the Itinere Network discussed how AI will redefine expectations for educational institutions, emphasizing the need for tools and trained personnel to guide students in developing socioemotional skills.

Educational center representatives shared concerns and experiences, underscoring the importance of having adequate resources to implement new methodologies.

AI is going to change what is expected of educational institutions. Validating math or language knowledge is not the same as developing socioemotional skills in a cross-cutting manner.

Drs. Dolores Conesa and Elena Arbués, representing the Education, Citizenship, and Character team, presented the conceptual framework and summarized the scientific evidence gathered throughout the year. This work provides actionable recommendations for fostering socioemotional development in educational settings.

Key Partnerships

The meeting successfully strengthened the collaborative efforts between Human AI and educational centers to develop ethical and responsible AI solutions. María Beúnza, CEO of Human AI Tech, concluded by emphasizing the importance of these partnerships in validating new methodologies and advancing socioemotional skills development based on scientific evidence.

“The path to validating new methodologies like this is a convergence of various efforts through partnerships with research and innovation teams: conceptual and regulatory frameworks, traditional tool comparisons, linguistics, consistency with scientific evidence, state-of-the-art AI, and validation by field professionals,” stated Beúnza.

For more information about the TutorIA project and other innovative initiatives, visit humanaitech.com