"Artificial intelligence now affects all aspects of our social lives. Without always knowing it, we interact daily with intelligent systems […]. They serve us invisibly. At least, that's the goal we assign them: to make our lives better, task by task.”(Villani, 2018, p. 139.)

Teachers and students all over the world are increasingly using artificial intelligence (AI) systems, sometimes even without realizing it. Search engines, smart assistants, chat rooms, machine translations, navigation applications, online video games and many other applications that make our daily lives easier. AI systems collect and process vast amounts of data in different forms (sounds, images, texts, messages, etc.) which together, create our digital footprint.

AI has the power to improve education and training for students, teachers, and managers. As AI systems evolve and data use increases, it is of utmost importance to better understand their impact on the world around us, especially in education and training. However, teachers and leaders should have at least a basic knowledge of AI and the use of data in order to approach this learning technology in a positive, critical, correct and ethical way and to use it to its full potential.

The use of AI raises interesting ethical reflections in particular the necessity of strengthening digital skills and competencies to embrace digital transformation and the need for increased awareness of the potential risks associated with emerging technologies in terms of ethics, sustainable development, protection and data veracity and online privacy, rights as well as discrimination and prejudice.

A la base des lignes directrices de l’UNESCO sur l’éthique de l’IA (Groupe d’experts ad hoc GEAH, 2020), le rapport de l’UNESCO autour de l’Education & IA (Miao et al., 2021), le Consensus Beijing (UNESCO, 2019), l’OCDE (Organisation de coopération et de développement économiques, 2021) et la Commission européenne (2022) tiennent compte de cinq considérations clés pour un usage et une gestion responsable de l’IA digne de confiance. Selon les principes définis par les différentes organisations internationales, il existe cinq principes pertinents pour toutes les parties prenantes : (i) croissance inclusive, développement durable et bien-être ; (ii) les valeurs centrées sur l’humain et l’équité ; (iii) transparence et explicabilité ; (iv) robustesse, sécurité et sûreté ; et (v) responsabilité. Alors que les deux premiers principes cherchent à atteindre l’inclusivité et le travail centré sur l’humain, les trois derniers principes partagent plusieurs intersections communes avec l’éthique des données et la sécurité dans l’utilisation.

Ethical considerations are essential for the use of AI in education. They provide guidance for teachers and administrators as they make decisions about how to use AI systems in the classroom. The ethical requirements listed above can help ensure that AI systems used in education and training are trustworthy and address relevant concerns.

Recommendations for education stakeholders

Pour en savoir plus, prière de consulter les principes directeurs pour un usage efficace, responsable et éthique de l’intelligence artificielle dans l’enseignement et l’apprentissage au supérieur développés par la Commission de l’orientation stratégique du numérique et de l’intelligence artificielle de l’USJ.

The following guiding principles are designed to ensure the effective, responsible, and ethical use of artificial intelligence (AI) in higher education teaching and learning. These principles are subject to evolution and will be adapted based on the institution's maturity threshold and the advancement of the relevant AI tools.

In conclusion, artificial intelligence (AI) has the potential to transform the way we teach and learn. AI can help students learn more effectively and efficiently by providing personalized instruction, tracking progress, and providing feedback. Despite the challenges, we can create a more personalized, engaging, and effective learning experience for students and teachers by using AI in a thoughtful, strategic, and ethical way.

References:

Répertoire UNTE (2023). https://cinia.blogs.usj.edu.lb/ia-enjeux-ethiques/

Ad Hoc Expert Group (2020). Outcome document: First draft of the recommendation on the ethics of artificial intelligence. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000373434

Borenstein, J., & Howard, A. (2021). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1(1), 61–65. https://doi.org/10.1007/s43681-020-00002-7

Bostrom, N., & Yudkowsky, E. (2014). The ethics of artificial intelligence. In K. Frankish, & W. Ramsey (Eds.), The Cambridge Handbook of Artificial Intelligence (pp. 316–334). Cambridge University Press. https://doi.org/10.1017/CBO9781139046855.020https://doi.org/10.1017/CBO9781139046855.020

European Commission (2018). Statement on artificial intelligence, robotics and ‘autonomous’ systems. European Union Publications Office. https://op.europa.eu/en/publication-detail/-/publication/dfebe62e-4ce9-11e8-be1d-01aa75ed71a1/language-en/format-PDF/source-78120382

European Commission (2019). The European Commission’s high-level expert group on artificial intelligence: Ethics guidelines for trustworthy AI. European Union Publications Office. https://digital-strategy.ec.europa.eu/en/policies/expert-group-ai

Miao, F., Holmes, W., Huang, R., & Zhang, H. (2021). AI and education: Guidance for policy-makers. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000376709

Office of the High Commissioner for Human Rights (2019). Transforming our world: the 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda

Organization for Economic Co-operation and Development (2021). OECD Recommendation of the Council on Artificial Intelligence. OECD/LEGAL/0449. https://legalinstruments.oecd.org/en/instruments/OECD-LEGAL-0449

Reiss, M. J. (2021). The use of AI in education: Practicalities and ethical considerations. London Review of Education, 19(1), 5, 1–14. https://doi.org/10.14324/LRE.19.1.05

United Nations Educational, Scientific and Cultural Organization, & Organization, C. (2021). Recommendation on the Ethics of Artificial Intelligence. United Nations Educational. https://unesdoc.unesco.org/ark:/48223/pf0000379920.page=14

United Nations Educational, Scientific and Cultural Organization (2019). Beijing Consensus on artificial intelligence and education. Outcome document of the International Conference on Artificial Intelligence and Education, Planning Education in the AI Era: Lead the Leap, Beijing, 2019. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000368303

“Artificial intelligence now affects all aspects of our social lives. Without always knowing it, we interact daily with intelligent systems […]. They serve us invisibly. At least, that’s the goal we assign them: to make our lives better, task by task.”(Villani, 2018, p. 139.)

Teachers and students all over the world are increasingly using artificial intelligence (AI) systems, sometimes even without realizing it. Search engines, smart assistants, chat rooms, machine translations, navigation applications, online video games and many other applications that make our daily lives easier. AI systems collect and process vast amounts of data in different forms (sounds, images, texts, messages, etc.) which together, create our digital footprint.

AI has the power to improve education and training for students, teachers, and managers. As AI systems evolve and data use increases, it is of utmost importance to better understand their impact on the world around us, especially in education and training. However, teachers and leaders should have at least a basic knowledge of AI and the use of data in order to approach this learning technology in a positive, critical, correct and ethical way and to use it to its full potential.

The use of AI raises interesting ethical reflections in particular the necessity of strengthening digital skills and competencies to embrace digital transformation and the need for increased awareness of the potential risks associated with emerging technologies in terms of ethics, sustainable development, protection and data veracity and online privacy, rights as well as discrimination and prejudice.

The UNESCO Recommendation on the Ethics of Artificial Intelligence (GEAH ad hoc expert group, 2020), the UNESCO Guidance for policy-makers (Miao et al., 2021), the Beijing Consensus (UNESCO, 2019), the OECD (Organization for Economic Co-operation and Development, 2021) and the European Commission (2022) consider five principles for responsible stewardship of trustworthy AI relevant to all stakeholders: (i) inclusive growth, sustainable development and well-being; (ii) human-centered values and fairness; (iii) transparency and explainability; (iv) robustness, security and safety; and (v) accountability.

Ethical considerations are essential for the use of AI in education. They provide guidance for teachers and administrators as they make decisions about how to use AI systems in the classroom. The ethical requirements listed above can help ensure that AI systems used in education and training are trustworthy and address relevant concerns.

Recommendations for education stakeholders

For more information, please read the guiding principles for the effective , responsible and ethical use of artificial intelligence in higher education teaching and learning developed by the Commission for the Strategic Orientation of Digital and Artificial Intelligence.

The following guiding principles are designed to ensure the effective, responsible, and ethical use of artificial intelligence (AI) in higher education teaching and learning. These principles are subject to evolution and will be adapted based on the institution’s maturity threshold and the advancement of the relevant AI tools.

In conclusion, artificial intelligence (AI) has the potential to transform the way we teach and learn. AI can help students learn more effectively and efficiently by providing personalized instruction, tracking progress, and providing feedback. Despite the challenges, we can create a more personalized, engaging, and effective learning experience for students and teachers by using AI in a thoughtful, strategic, and ethical way.

References:

Repository UNTE (2023). https://cinia.blogs.usj.edu.lb/ia-enjeux-ethiques/

Ad Hoc Expert Group (2020). Outcome document: First draft of the recommendation on the ethics of artificial intelligence. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000373434

Borenstein, J., & Howard, A. (2021). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1(1), 61–65. https://doi.org/10.1007/s43681-020-00002-7

Bostrom, N., & Yudkowsky, E. (2014). The ethics of artificial intelligence. In K. Frankish, & W. Ramsey (Eds.), The Cambridge Handbook of Artificial Intelligence (pp. 316–334). Cambridge University Press.
https://doi.org/10.1017/CBO9781139046855.020https://doi.org/10.1017/CBO9781139046855.020

European Commission (2018). Statement on artificial intelligence, robotics and ‘autonomous’ systems. European Union Publications Office.
https://op.europa.eu/en/publication-detail/-/publication/dfebe62e-4ce9-11e8-be1d-01aa75ed71a1/language-en/format-PDF/source-78120382

European Commission (2019). The European Commission’s high-level expert group on artificial intelligence: Ethics guidelines for trustworthy AI. European Union Publications Office. https://digital-strategy.ec.europa.eu/en/policies/expert-group-ai

Miao, F., Holmes, W., Huang, R., & Zhang, H. (2021). AI and education: Guidance for policy-makers. United Nations Educational, Scientific and Cultural Organization.
https://unesdoc.unesco.org/ark:/48223/pf0000376709

Office of the High Commissioner for Human Rights (2019). Transforming our world: the 2030 Agenda for Sustainable Development.
https://sdgs.un.org/2030agenda

Organization for Economic Co-operation and Development (2021). OECD Recommendation of the Council on Artificial Intelligence. OECD/LEGAL/0449.
https://legalinstruments.oecd.org/en/instruments/OECD-LEGAL-0449

Reiss, M. J. (2021). The use of AI in education: Practicalities and ethical considerations. London Review of Education, 19(1), 5, 1–14.
https://doi.org/10.14324/LRE.19.1.05

United Nations Educational, Scientific and Cultural Organization, & Organization, C. (2021). Recommendation on the Ethics of Artificial Intelligence. United Nations Educational.
https://unesdoc.unesco.org/ark:/48223/pf0000379920.page=14

United Nations Educational, Scientific and Cultural Organization (2019). Beijing Consensus on artificial intelligence and education. Outcome document of the International Conference on Artificial Intelligence and Education, Planning Education in the AI Era: Lead the Leap, Beijing, 2019. United Nations Educational, Scientific and Cultural Organization.
https://unesdoc.unesco.org/ark:/48223/pf0000368303