{"id":16689,"date":"2023-07-27T11:17:10","date_gmt":"2023-07-27T08:17:10","guid":{"rendered":"https:\/\/unte-newdesign.blogs.usj.edu.lb\/?p=16689"},"modified":"2026-03-12T13:17:15","modified_gmt":"2026-03-12T11:17:15","slug":"lusage-ethique-de-lintelligence-artificielle-ia-dans-lenseignement-et-lapprentissage","status":"publish","type":"post","link":"https:\/\/cinia.blogs.usj.edu.lb\/en\/2023\/07\/lusage-ethique-de-lintelligence-artificielle-ia-dans-lenseignement-et-lapprentissage\/","title":{"rendered":"Artificial Intelligence Use in Teaching and Learning"},"content":{"rendered":"","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"saved_in_kubio":false,"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[235,260],"tags":[],"class_list":["post-16689","post","type-post","status-publish","format-standard","hentry","category-actualites","category-ia-enjeux-ethiques"],"mb":[],"acf":{"french_input_post_block1":{"simple_value_formatted":"

\u00ab\u2009L\u2019intelligence artificielle affecte d\u00e9sormais tous les aspects de nos vies sociales. Sans toujours le savoir, nous interagissons quotidiennement avec des syst\u00e8mes intelligents [\u2026]. Ils nous servent de mani\u00e8re invisible. C\u2019est du moins l\u2019objectif qu\u2019on leur assigne\u2009: rendre nos vies meilleures, t\u00e2che par t\u00e2che.\u2009\u00bb (Villani, 2018, p.\u2009139.)<\/em><\/strong><\/p>\n

Partout dans le monde, les enseignants et les \u00e9tudiants utilisent de plus en plus de syst\u00e8mes d\u2019intelligence artificielle (IA), parfois m\u00eame sans s\u2019en rendre compte. Les assistants intelligents, les dialogueurs (chatbots), les traductions automatiques, les applications de navigation, les jeux vid\u00e9o en ligne et de nombreuses autres applications qui rythment notre quotidien utilisent l\u2019intelligence artificielle. Les syst\u00e8mes d\u2019IA exploitent des donn\u00e9es collect\u00e9es sous diff\u00e9rentes formes (sons, images, textes, messages publi\u00e9s, clics, etc.) qui, consid\u00e9r\u00e9es globalement, constituent nos traces num\u00e9riques.<\/p>\n

L\u2019IA peut consid\u00e9rablement am\u00e9liorer l\u2019\u00e9ducation et la formation pour les \u00e9tudiants, les enseignants et les responsables. \u00c0 mesure que les syst\u00e8mes d\u2019IA \u00e9voluent et que l\u2019utilisation des donn\u00e9es augmente, il est de la plus haute importance de mieux comprendre leur incidence sur le monde qui nous entoure, en particulier dans l\u2019\u00e9ducation et la formation. Les enseignants et les responsables doivent au moins avoir des connaissances de base sur l\u2019IA et l\u2019utilisation des donn\u00e9es afin d\u2019aborder cette technologie de mani\u00e8re positive, critique et \u00e9thique et de l\u2019utiliser correctement pour exploiter tout son potentiel.<\/p>\n

Parler d\u2019\u00e9thique dans l\u2019usage des outils de l\u2019intelligence artificielle permet de mettre en \u00e9vidence le renforcement des aptitudes et des comp\u00e9tences num\u00e9riques pour la transformation num\u00e9rique et la n\u00e9cessit\u00e9 d\u2019une sensibilisation accrue quant aux probl\u00e8mes potentiels li\u00e9s aux technologies \u00e9mergentes en mati\u00e8re d\u2019\u00e9thique, de d\u00e9veloppement durable, de protection et de v\u00e9racit\u00e9 des donn\u00e9es et de la vie priv\u00e9e en ligne, de droits ainsi que de discrimination et de pr\u00e9jug\u00e9s.<\/p>\n

A la base des lignes directrices de l\u2019UNESCO sur l\u2019\u00e9thique de l\u2019IA (Groupe d’experts ad hoc GEAH, 2020), le rapport de l\u2019UNESCO autour de l\u2019Education & IA (Miao et al., 2021), le Consensus Beijing (UNESCO, 2019), l\u2019OCDE (Organisation de coop\u00e9ration et de d\u00e9veloppement \u00e9conomiques, 2021) et la Commission europ\u00e9enne (2022) tiennent compte de cinq consid\u00e9rations cl\u00e9s pour un usage et une gestion responsable de l\u2019IA digne de confiance. Selon les principes d\u00e9finis par les diff\u00e9rentes organisations internationales, il existe cinq principes pertinents pour toutes les parties prenantes : (i) croissance inclusive, d\u00e9veloppement durable et bien-\u00eatre ; (ii) les valeurs centr\u00e9es sur l’humain et l’\u00e9quit\u00e9 ; (iii) transparence et explicabilit\u00e9 ; (iv) robustesse, s\u00e9curit\u00e9 et s\u00fbret\u00e9 ; et (v) responsabilit\u00e9. Alors que les deux premiers principes cherchent \u00e0 atteindre l’inclusivit\u00e9 et le travail centr\u00e9 sur l’humain, les trois derniers principes partagent plusieurs intersections communes avec l’\u00e9thique des donn\u00e9es et la s\u00e9curit\u00e9 dans l’utilisation.<\/p>\n

L\u2019intelligence artificielle pourrait jouer un r\u00f4le cl\u00e9 dans l\u2019am\u00e9lioration des pratiques d\u2019enseignement, d\u2019apprentissage et d\u2019\u00e9valuation pour les enseignants et les \u00e9tudiants. Que ce soit \u00e0 l\u2019\u00e9chelle du syst\u00e8me, de l\u2019institution ou de la classe de cours, il est important d\u2019accorder une attention particuli\u00e8re \u00e0 l\u2019utilisation \u00e9thique des syst\u00e8mes d\u2019IA et de donn\u00e9es, et ce de mani\u00e8re continue.<\/p>\n

Des recommandations \u00e0 l\u2019attention des acteurs de l\u2019\u00e9ducation<\/strong><\/p>\n

Pour en savoir plus, pri\u00e8re de consulter les principes directeurs pour un usage efficace<\/a>, responsable et \u00e9thique de l\u2019intelligence artificielle dans l\u2019enseignement et l\u2019apprentissage au sup\u00e9rieur d\u00e9velopp\u00e9s par la Commission de l\u2019orientation strat\u00e9gique du num\u00e9rique et de l\u2019intelligence artificielle de l\u2019USJ.<\/p>\n

Ces principes sont \u00e9volutifs. Ils seront modifi\u00e9s selon le seuil de maturit\u00e9 atteint par l\u2019institution et le d\u00e9veloppement des outils concern\u00e9s.<\/p>\n

En conclusion, l’intelligence artificielle (IA) a le potentiel de transformer la fa\u00e7on dont nous enseignons et apprenons. L’IA peut aider les \u00e9tudiants \u00e0 apprendre de mani\u00e8re plus efficace et efficiente en fournissant des instructions personnalis\u00e9es, en suivant les progr\u00e8s et en fournissant des commentaires. Malgr\u00e9 les d\u00e9fis, nous pouvons cr\u00e9er une exp\u00e9rience d’apprentissage plus personnalis\u00e9e, engageante et efficace pour les \u00e9tudiants et les enseignants en utilisant l’IA de mani\u00e8re r\u00e9fl\u00e9chie, strat\u00e9gique et \u00e9thique.<\/p>\n

R\u00e9f\u00e9rences<\/strong><\/p>\n

R\u00e9pertoire UNTE\u202f(2023). https:\/\/cinia.blogs.usj.edu.lb\/ia-enjeux-ethiques\/<\/a><\/p>\n

Groupe d’experts ad hoc (2020). Document final : Premier projet de recommandation sur l’\u00e9thique de l’intelligence artificielle. Organisation des Nations Unies pour l’\u00e9ducation, la science et la culture. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000373434<\/a><\/p>\n

Borenstein, J., & Howard, A. (2021). D\u00e9fis \u00e9mergents de l’IA et n\u00e9cessit\u00e9 d’une formation \u00e0 l’\u00e9thique de l’IA. IA et \u00e9thique, 1(1), 61\u201365. https:\/\/doi.org\/10.1007\/s43681-020-00002-7<\/a><\/p>\n

Bostrom, N., & Yudkowsky, E. (2014). L’\u00e9thique de l’intelligence artificielle. Dans K. Frankish et W. Ramsey (Eds.), The Cambridge Handbook of Artificial Intelligence (pp. 316\u2013334). La presse de l’Universite de Cambridge. https:\/\/doi.org\/10.1017\/CBO9781139046855.020<\/a><\/p>\n

Commission europ\u00e9enne (2018). D\u00e9claration sur l’intelligence artificielle, la robotique et les syst\u00e8mes \u00ab autonomes \u00bb. Bureau des publications de l’Union europ\u00e9enne. https:\/\/op.europa.eu\/en\/publication-detail\/-\/publication\/dfebe62e-4ce9-11e8-be1d-01aa75ed71a1\/language-en\/format-PDF\/source-78120382<\/a><\/p>\n

Commission europ\u00e9enne (2019). Groupe d’experts de haut niveau de la Commission europ\u00e9enne sur l’intelligence artificielle : Lignes directrices en mati\u00e8re d’\u00e9thique pour une IA digne de confiance. Bureau des publications de l’Union europ\u00e9enne. https:\/\/digital-strategy.ec.europa.eu\/en\/policies\/expert-group-ai<\/a><\/p>\n

Miao, F., Holmes, W., Huang, R. et Zhang, H. (2021). IA et \u00e9ducation : conseils aux d\u00e9cideurs politiques. Organisation des Nations Unies pour l’\u00e9ducation, la science et la culture. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000376709<\/a><\/p>\n

Haut-Commissariat aux droits de l’homme (2019). Transformer notre monde : l’Agenda 2030 pour le d\u00e9veloppement durable. https:\/\/sdgs.un.org\/agenda2030<\/a><\/p>\n

Organisation de coop\u00e9ration et de d\u00e9veloppement \u00e9conomiques (2021). Recommandation du Conseil de l’OCDE sur l’intelligence artificielle. OCDE\/LEGAL\/0449. https:\/\/legalinstruments.oecd.org\/en\/instruments\/OECD-LEGAL-0449<\/a><\/p>\n

Reiss, M.J. (2021). L’utilisation de l’IA dans l’\u00e9ducation : aspects pratiques et consid\u00e9rations \u00e9thiques. London Review of Education, 19(1), 5, 1\u201314. https:\/\/doi.org\/10.14324\/LRE.19.1.05<\/a><\/p>\n

Organisation des Nations Unies pour l’\u00e9ducation, la science et la culture, & Organisation, C. (2021). Recommandation sur l’\u00e9thique de l’intelligence artificielle. Nations Unies pour l’\u00e9ducation. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000379920.page=14<\/a><\/p>\n

Organisation des Nations Unies pour l’\u00e9ducation, la science et la culture (2019). Consensus de P\u00e9kin sur l’intelligence artificielle et l’\u00e9ducation. Document final de la Conf\u00e9rence internationale sur l’intelligence artificielle et l’\u00e9ducation, Planning Education in the AI \u200b\u200bEra: Lead the Leap, P\u00e9kin, 2019. Organisation des Nations Unies pour l’\u00e9ducation, la science et la culture. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000368303<\/a><\/p>\n","value_formatted":"\u00ab\u2009L\u2019intelligence artificielle affecte d\u00e9sormais tous les aspects de nos vies sociales. Sans toujours le savoir, nous interagissons quotidiennement avec des syst\u00e8mes intelligents [\u2026]. Ils nous servent de mani\u00e8re invisible. C\u2019est du moins l\u2019objectif qu\u2019on leur assigne\u2009: rendre nos vies meilleures, t\u00e2che par t\u00e2che.\u2009\u00bb (Villani, 2018, p.\u2009139.)<\/em><\/strong>\r\n\r\nPartout dans le monde, les enseignants et les \u00e9tudiants utilisent de plus en plus de syst\u00e8mes d\u2019intelligence artificielle (IA), parfois m\u00eame sans s\u2019en rendre compte. Les assistants intelligents, les dialogueurs (chatbots), les traductions automatiques, les applications de navigation, les jeux vid\u00e9o en ligne et de nombreuses autres applications qui rythment notre quotidien utilisent l\u2019intelligence artificielle. Les syst\u00e8mes d\u2019IA exploitent des donn\u00e9es collect\u00e9es sous diff\u00e9rentes formes (sons, images, textes, messages publi\u00e9s, clics, etc.) qui, consid\u00e9r\u00e9es globalement, constituent nos traces num\u00e9riques.\r\n\r\nL\u2019IA peut consid\u00e9rablement am\u00e9liorer l\u2019\u00e9ducation et la formation pour les \u00e9tudiants, les enseignants et les responsables. \u00c0 mesure que les syst\u00e8mes d\u2019IA \u00e9voluent et que l\u2019utilisation des donn\u00e9es augmente, il est de la plus haute importance de mieux comprendre leur incidence sur le monde qui nous entoure, en particulier dans l\u2019\u00e9ducation et la formation. Les enseignants et les responsables doivent au moins avoir des connaissances de base sur l\u2019IA et l\u2019utilisation des donn\u00e9es afin d\u2019aborder cette technologie de mani\u00e8re positive, critique et \u00e9thique et de l\u2019utiliser correctement pour exploiter tout son potentiel.\r\n\r\nParler d\u2019\u00e9thique dans l\u2019usage des outils de l\u2019intelligence artificielle permet de mettre en \u00e9vidence le renforcement des aptitudes et des comp\u00e9tences num\u00e9riques pour la transformation num\u00e9rique et la n\u00e9cessit\u00e9 d\u2019une sensibilisation accrue quant aux probl\u00e8mes potentiels li\u00e9s aux technologies \u00e9mergentes en mati\u00e8re d\u2019\u00e9thique, de d\u00e9veloppement durable, de protection et de v\u00e9racit\u00e9 des donn\u00e9es et de la vie priv\u00e9e en ligne, de droits ainsi que de discrimination et de pr\u00e9jug\u00e9s.\r\n\r\nA la base des lignes directrices de l\u2019UNESCO sur l\u2019\u00e9thique de l\u2019IA (Groupe d'experts ad hoc GEAH, 2020), le rapport de l\u2019UNESCO autour de l\u2019Education & IA (Miao et al., 2021), le Consensus Beijing (UNESCO, 2019), l\u2019OCDE (Organisation de coop\u00e9ration et de d\u00e9veloppement \u00e9conomiques, 2021) et la Commission europ\u00e9enne (2022) tiennent compte de cinq consid\u00e9rations cl\u00e9s pour un usage et une gestion responsable de l\u2019IA digne de confiance. Selon les principes d\u00e9finis par les diff\u00e9rentes organisations internationales, il existe cinq principes pertinents pour toutes les parties prenantes : (i) croissance inclusive, d\u00e9veloppement durable et bien-\u00eatre ; (ii) les valeurs centr\u00e9es sur l'humain et l'\u00e9quit\u00e9 ; (iii) transparence et explicabilit\u00e9 ; (iv) robustesse, s\u00e9curit\u00e9 et s\u00fbret\u00e9 ; et (v) responsabilit\u00e9. Alors que les deux premiers principes cherchent \u00e0 atteindre l'inclusivit\u00e9 et le travail centr\u00e9 sur l'humain, les trois derniers principes partagent plusieurs intersections communes avec l'\u00e9thique des donn\u00e9es et la s\u00e9curit\u00e9 dans l'utilisation.\r\n\r\nL\u2019intelligence artificielle pourrait jouer un r\u00f4le cl\u00e9 dans l\u2019am\u00e9lioration des pratiques d\u2019enseignement, d\u2019apprentissage et d\u2019\u00e9valuation pour les enseignants et les \u00e9tudiants. Que ce soit \u00e0 l\u2019\u00e9chelle du syst\u00e8me, de l\u2019institution ou de la classe de cours, il est important d\u2019accorder une attention particuli\u00e8re \u00e0 l\u2019utilisation \u00e9thique des syst\u00e8mes d\u2019IA et de donn\u00e9es, et ce de mani\u00e8re continue.\r\n\r\nDes recommandations \u00e0 l\u2019attention des acteurs de l\u2019\u00e9ducation<\/strong>\r\n\r\nPour en savoir plus, pri\u00e8re de consulter les principes directeurs pour un usage efficace<\/a>, responsable et \u00e9thique de l\u2019intelligence artificielle dans l\u2019enseignement et l\u2019apprentissage au sup\u00e9rieur d\u00e9velopp\u00e9s par la Commission de l\u2019orientation strat\u00e9gique du num\u00e9rique et de l\u2019intelligence artificielle de l\u2019USJ.\r\n\r\nCes principes sont \u00e9volutifs. Ils seront modifi\u00e9s selon le seuil de maturit\u00e9 atteint par l\u2019institution et le d\u00e9veloppement des outils concern\u00e9s.\r\n\r\nEn conclusion, l'intelligence artificielle (IA) a le potentiel de transformer la fa\u00e7on dont nous enseignons et apprenons. L'IA peut aider les \u00e9tudiants \u00e0 apprendre de mani\u00e8re plus efficace et efficiente en fournissant des instructions personnalis\u00e9es, en suivant les progr\u00e8s et en fournissant des commentaires. Malgr\u00e9 les d\u00e9fis, nous pouvons cr\u00e9er une exp\u00e9rience d'apprentissage plus personnalis\u00e9e, engageante et efficace pour les \u00e9tudiants et les enseignants en utilisant l'IA de mani\u00e8re r\u00e9fl\u00e9chie, strat\u00e9gique et \u00e9thique.\r\n\r\nR\u00e9f\u00e9rences<\/strong>\r\n\r\nR\u00e9pertoire UNTE\u202f(2023). https:\/\/cinia.blogs.usj.edu.lb\/ia-enjeux-ethiques\/<\/a>\r\n\r\nGroupe d'experts ad hoc (2020). Document final : Premier projet de recommandation sur l'\u00e9thique de l'intelligence artificielle. Organisation des Nations Unies pour l'\u00e9ducation, la science et la culture. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000373434<\/a>\r\n\r\nBorenstein, J., & Howard, A. (2021). D\u00e9fis \u00e9mergents de l'IA et n\u00e9cessit\u00e9 d'une formation \u00e0 l'\u00e9thique de l'IA. IA et \u00e9thique, 1(1), 61\u201365. https:\/\/doi.org\/10.1007\/s43681-020-00002-7<\/a>\r\n\r\nBostrom, N., & Yudkowsky, E. (2014). L'\u00e9thique de l'intelligence artificielle. Dans K. Frankish et W. Ramsey (Eds.), The Cambridge Handbook of Artificial Intelligence (pp. 316\u2013334). La presse de l'Universite de Cambridge. https:\/\/doi.org\/10.1017\/CBO9781139046855.020<\/a>\r\n\r\nCommission europ\u00e9enne (2018). D\u00e9claration sur l'intelligence artificielle, la robotique et les syst\u00e8mes \u00ab autonomes \u00bb. Bureau des publications de l'Union europ\u00e9enne. https:\/\/op.europa.eu\/en\/publication-detail\/-\/publication\/dfebe62e-4ce9-11e8-be1d-01aa75ed71a1\/language-en\/format-PDF\/source-78120382<\/a>\r\n\r\nCommission europ\u00e9enne (2019). Groupe d'experts de haut niveau de la Commission europ\u00e9enne sur l'intelligence artificielle : Lignes directrices en mati\u00e8re d'\u00e9thique pour une IA digne de confiance. Bureau des publications de l'Union europ\u00e9enne. https:\/\/digital-strategy.ec.europa.eu\/en\/policies\/expert-group-ai<\/a>\r\n\r\nMiao, F., Holmes, W., Huang, R. et Zhang, H. (2021). IA et \u00e9ducation : conseils aux d\u00e9cideurs politiques. Organisation des Nations Unies pour l'\u00e9ducation, la science et la culture. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000376709<\/a>\r\n\r\nHaut-Commissariat aux droits de l'homme (2019). Transformer notre monde : l'Agenda 2030 pour le d\u00e9veloppement durable. https:\/\/sdgs.un.org\/agenda2030<\/a>\r\n\r\nOrganisation de coop\u00e9ration et de d\u00e9veloppement \u00e9conomiques (2021). Recommandation du Conseil de l'OCDE sur l'intelligence artificielle. OCDE\/LEGAL\/0449. https:\/\/legalinstruments.oecd.org\/en\/instruments\/OECD-LEGAL-0449<\/a>\r\n\r\nReiss, M.J. (2021). L'utilisation de l'IA dans l'\u00e9ducation : aspects pratiques et consid\u00e9rations \u00e9thiques. London Review of Education, 19(1), 5, 1\u201314. https:\/\/doi.org\/10.14324\/LRE.19.1.05<\/a>\r\n\r\nOrganisation des Nations Unies pour l'\u00e9ducation, la science et la culture, & Organisation, C. (2021). Recommandation sur l'\u00e9thique de l'intelligence artificielle. Nations Unies pour l'\u00e9ducation. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000379920.page=14<\/a>\r\n\r\nOrganisation des Nations Unies pour l'\u00e9ducation, la science et la culture (2019). Consensus de P\u00e9kin sur l'intelligence artificielle et l'\u00e9ducation. Document final de la Conf\u00e9rence internationale sur l'intelligence artificielle et l'\u00e9ducation, Planning Education in the AI \u200b\u200bEra: Lead the Leap, P\u00e9kin, 2019. Organisation des Nations Unies pour l'\u00e9ducation, la science et la culture. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000368303<\/a>","value":"\u00ab\u2009L\u2019intelligence artificielle affecte d\u00e9sormais tous les aspects de nos vies sociales. Sans toujours le savoir, nous interagissons quotidiennement avec des syst\u00e8mes intelligents [\u2026]. Ils nous servent de mani\u00e8re invisible. C\u2019est du moins l\u2019objectif qu\u2019on leur assigne\u2009: rendre nos vies meilleures, t\u00e2che par t\u00e2che.\u2009\u00bb (Villani, 2018, p.\u2009139.)<\/em><\/strong>\r\n\r\nPartout dans le monde, les enseignants et les \u00e9tudiants utilisent de plus en plus de syst\u00e8mes d\u2019intelligence artificielle (IA), parfois m\u00eame sans s\u2019en rendre compte. Les assistants intelligents, les dialogueurs (chatbots), les traductions automatiques, les applications de navigation, les jeux vid\u00e9o en ligne et de nombreuses autres applications qui rythment notre quotidien utilisent l\u2019intelligence artificielle. Les syst\u00e8mes d\u2019IA exploitent des donn\u00e9es collect\u00e9es sous diff\u00e9rentes formes (sons, images, textes, messages publi\u00e9s, clics, etc.) qui, consid\u00e9r\u00e9es globalement, constituent nos traces num\u00e9riques.\r\n\r\nL\u2019IA peut consid\u00e9rablement am\u00e9liorer l\u2019\u00e9ducation et la formation pour les \u00e9tudiants, les enseignants et les responsables. \u00c0 mesure que les syst\u00e8mes d\u2019IA \u00e9voluent et que l\u2019utilisation des donn\u00e9es augmente, il est de la plus haute importance de mieux comprendre leur incidence sur le monde qui nous entoure, en particulier dans l\u2019\u00e9ducation et la formation. Les enseignants et les responsables doivent au moins avoir des connaissances de base sur l\u2019IA et l\u2019utilisation des donn\u00e9es afin d\u2019aborder cette technologie de mani\u00e8re positive, critique et \u00e9thique et de l\u2019utiliser correctement pour exploiter tout son potentiel.\r\n\r\nParler d\u2019\u00e9thique dans l\u2019usage des outils de l\u2019intelligence artificielle permet de mettre en \u00e9vidence le renforcement des aptitudes et des comp\u00e9tences num\u00e9riques pour la transformation num\u00e9rique et la n\u00e9cessit\u00e9 d\u2019une sensibilisation accrue quant aux probl\u00e8mes potentiels li\u00e9s aux technologies \u00e9mergentes en mati\u00e8re d\u2019\u00e9thique, de d\u00e9veloppement durable, de protection et de v\u00e9racit\u00e9 des donn\u00e9es et de la vie priv\u00e9e en ligne, de droits ainsi que de discrimination et de pr\u00e9jug\u00e9s.\r\n\r\nA la base des lignes directrices de l\u2019UNESCO sur l\u2019\u00e9thique de l\u2019IA (Groupe d'experts ad hoc GEAH, 2020), le rapport de l\u2019UNESCO autour de l\u2019Education & IA (Miao et al., 2021), le Consensus Beijing (UNESCO, 2019), l\u2019OCDE (Organisation de coop\u00e9ration et de d\u00e9veloppement \u00e9conomiques, 2021) et la Commission europ\u00e9enne (2022) tiennent compte de cinq consid\u00e9rations cl\u00e9s pour un usage et une gestion responsable de l\u2019IA digne de confiance. Selon les principes d\u00e9finis par les diff\u00e9rentes organisations internationales, il existe cinq principes pertinents pour toutes les parties prenantes : (i) croissance inclusive, d\u00e9veloppement durable et bien-\u00eatre ; (ii) les valeurs centr\u00e9es sur l'humain et l'\u00e9quit\u00e9 ; (iii) transparence et explicabilit\u00e9 ; (iv) robustesse, s\u00e9curit\u00e9 et s\u00fbret\u00e9 ; et (v) responsabilit\u00e9. Alors que les deux premiers principes cherchent \u00e0 atteindre l'inclusivit\u00e9 et le travail centr\u00e9 sur l'humain, les trois derniers principes partagent plusieurs intersections communes avec l'\u00e9thique des donn\u00e9es et la s\u00e9curit\u00e9 dans l'utilisation.\r\n\r\nL\u2019intelligence artificielle pourrait jouer un r\u00f4le cl\u00e9 dans l\u2019am\u00e9lioration des pratiques d\u2019enseignement, d\u2019apprentissage et d\u2019\u00e9valuation pour les enseignants et les \u00e9tudiants. Que ce soit \u00e0 l\u2019\u00e9chelle du syst\u00e8me, de l\u2019institution ou de la classe de cours, il est important d\u2019accorder une attention particuli\u00e8re \u00e0 l\u2019utilisation \u00e9thique des syst\u00e8mes d\u2019IA et de donn\u00e9es, et ce de mani\u00e8re continue.\r\n\r\nDes recommandations \u00e0 l\u2019attention des acteurs de l\u2019\u00e9ducation<\/strong>\r\n\r\nPour en savoir plus, pri\u00e8re de consulter les principes directeurs pour un usage efficace<\/a>, responsable et \u00e9thique de l\u2019intelligence artificielle dans l\u2019enseignement et l\u2019apprentissage au sup\u00e9rieur d\u00e9velopp\u00e9s par la Commission de l\u2019orientation strat\u00e9gique du num\u00e9rique et de l\u2019intelligence artificielle de l\u2019USJ.\r\n\r\nCes principes sont \u00e9volutifs. Ils seront modifi\u00e9s selon le seuil de maturit\u00e9 atteint par l\u2019institution et le d\u00e9veloppement des outils concern\u00e9s.\r\n\r\nEn conclusion, l'intelligence artificielle (IA) a le potentiel de transformer la fa\u00e7on dont nous enseignons et apprenons. L'IA peut aider les \u00e9tudiants \u00e0 apprendre de mani\u00e8re plus efficace et efficiente en fournissant des instructions personnalis\u00e9es, en suivant les progr\u00e8s et en fournissant des commentaires. Malgr\u00e9 les d\u00e9fis, nous pouvons cr\u00e9er une exp\u00e9rience d'apprentissage plus personnalis\u00e9e, engageante et efficace pour les \u00e9tudiants et les enseignants en utilisant l'IA de mani\u00e8re r\u00e9fl\u00e9chie, strat\u00e9gique et \u00e9thique.\r\n\r\nR\u00e9f\u00e9rences<\/strong>\r\n\r\nR\u00e9pertoire UNTE\u202f(2023). https:\/\/cinia.blogs.usj.edu.lb\/ia-enjeux-ethiques\/<\/a>\r\n\r\nGroupe d'experts ad hoc (2020). Document final : Premier projet de recommandation sur l'\u00e9thique de l'intelligence artificielle. Organisation des Nations Unies pour l'\u00e9ducation, la science et la culture. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000373434<\/a>\r\n\r\nBorenstein, J., & Howard, A. (2021). D\u00e9fis \u00e9mergents de l'IA et n\u00e9cessit\u00e9 d'une formation \u00e0 l'\u00e9thique de l'IA. IA et \u00e9thique, 1(1), 61\u201365. https:\/\/doi.org\/10.1007\/s43681-020-00002-7<\/a>\r\n\r\nBostrom, N., & Yudkowsky, E. (2014). L'\u00e9thique de l'intelligence artificielle. Dans K. Frankish et W. Ramsey (Eds.), The Cambridge Handbook of Artificial Intelligence (pp. 316\u2013334). La presse de l'Universite de Cambridge. https:\/\/doi.org\/10.1017\/CBO9781139046855.020<\/a>\r\n\r\nCommission europ\u00e9enne (2018). D\u00e9claration sur l'intelligence artificielle, la robotique et les syst\u00e8mes \u00ab autonomes \u00bb. Bureau des publications de l'Union europ\u00e9enne. https:\/\/op.europa.eu\/en\/publication-detail\/-\/publication\/dfebe62e-4ce9-11e8-be1d-01aa75ed71a1\/language-en\/format-PDF\/source-78120382<\/a>\r\n\r\nCommission europ\u00e9enne (2019). Groupe d'experts de haut niveau de la Commission europ\u00e9enne sur l'intelligence artificielle : Lignes directrices en mati\u00e8re d'\u00e9thique pour une IA digne de confiance. Bureau des publications de l'Union europ\u00e9enne. https:\/\/digital-strategy.ec.europa.eu\/en\/policies\/expert-group-ai<\/a>\r\n\r\nMiao, F., Holmes, W., Huang, R. et Zhang, H. (2021). IA et \u00e9ducation : conseils aux d\u00e9cideurs politiques. Organisation des Nations Unies pour l'\u00e9ducation, la science et la culture. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000376709<\/a>\r\n\r\nHaut-Commissariat aux droits de l'homme (2019). Transformer notre monde : l'Agenda 2030 pour le d\u00e9veloppement durable. https:\/\/sdgs.un.org\/agenda2030<\/a>\r\n\r\nOrganisation de coop\u00e9ration et de d\u00e9veloppement \u00e9conomiques (2021). Recommandation du Conseil de l'OCDE sur l'intelligence artificielle. OCDE\/LEGAL\/0449. https:\/\/legalinstruments.oecd.org\/en\/instruments\/OECD-LEGAL-0449<\/a>\r\n\r\nReiss, M.J. (2021). L'utilisation de l'IA dans l'\u00e9ducation : aspects pratiques et consid\u00e9rations \u00e9thiques. London Review of Education, 19(1), 5, 1\u201314. https:\/\/doi.org\/10.14324\/LRE.19.1.05<\/a>\r\n\r\nOrganisation des Nations Unies pour l'\u00e9ducation, la science et la culture, & Organisation, C. (2021). Recommandation sur l'\u00e9thique de l'intelligence artificielle. Nations Unies pour l'\u00e9ducation. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000379920.page=14<\/a>\r\n\r\nOrganisation des Nations Unies pour l'\u00e9ducation, la science et la culture (2019). Consensus de P\u00e9kin sur l'intelligence artificielle et l'\u00e9ducation. Document final de la Conf\u00e9rence internationale sur l'intelligence artificielle et l'\u00e9ducation, Planning Education in the AI \u200b\u200bEra: Lead the Leap, P\u00e9kin, 2019. Organisation des Nations Unies pour l'\u00e9ducation, la science et la culture. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000368303<\/a>","field":{"ID":19738,"key":"field_664c3e682571d","label":"French Input","name":"french_input_post_block1","aria-label":"","prefix":"acf","type":"wysiwyg","value":null,"menu_order":0,"instructions":"","required":0,"id":"","class":"","conditional_logic":0,"parent":18677,"wrapper":{"width":"","class":"roboto-input","id":""},"default_value":"","tabs":"all","toolbar":"full","media_upload":1,"delay":0,"_name":"french_input_post_block1","_valid":1}},"english_input_post_block1":{"simple_value_formatted":"

\u00ab\u00a0Artificial intelligence now affects all aspects of our social lives. Without always knowing it, we interact daily with intelligent systems [\u2026]. They serve us invisibly. At least, that’s the goal we assign them: to make our lives better, task by task.\u201d(Villani, 2018, p. 139.)<\/em><\/strong><\/p>\n

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.<\/p>\n

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.<\/p>\n

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.<\/p>\n

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.<\/p>\n

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.<\/p>\n

Recommendations for education stakeholders<\/b><\/p>\n

For more information, please read the guiding principles for the effective<\/a> , 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.<\/p>\n

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.<\/p>\n

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.<\/p>\n

References:<\/b><\/p>\n

Repository UNTE (2023). https:\/\/cinia.blogs.usj.edu.lb\/ia-enjeux-ethiques\/<\/a><\/p>\n

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<\/a><\/p>\n

Borenstein, J., & Howard, A. (2021). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1(1), 61\u201365. https:\/\/doi.org\/10.1007\/s43681-020-00002-7<\/a><\/p>\n

Bostrom, N., & Yudkowsky, E. (2014). The ethics of artificial intelligence. In K. Frankish, & W. Ramsey (Eds.), The Cambridge Handbook of Artificial Intelligence (pp. 316\u2013334). Cambridge University Press.
\nhttps:\/\/doi.org\/10.1017\/CBO9781139046855.020https:\/\/doi.org\/10.1017\/CBO9781139046855.020 <\/a><\/p>\n

European Commission (2018). Statement on artificial intelligence, robotics and \u2018autonomous\u2019 systems. European Union Publications Office.
\nhttps:\/\/op.europa.eu\/en\/publication-detail\/-\/publication\/dfebe62e-4ce9-11e8-be1d-01aa75ed71a1\/language-en\/format-PDF\/source-78120382 <\/a><\/p>\n

European Commission (2019). The European Commission\u2019s 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 <\/a><\/p>\n

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

Office of the High Commissioner for Human Rights (2019). Transforming our world: the 2030 Agenda for Sustainable Development.
\nhttps:\/\/sdgs.un.org\/2030agenda <\/a><\/p>\n

Organization for Economic Co-operation and Development (2021). OECD Recommendation of the Council on Artificial Intelligence. OECD\/LEGAL\/0449.
\nhttps:\/\/legalinstruments.oecd.org\/en\/instruments\/OECD-LEGAL-0449 <\/a><\/p>\n

Reiss, M. J. (2021). The use of AI in education: Practicalities and ethical considerations. London Review of Education, 19(1), 5, 1\u201314.
\n https:\/\/doi.org\/10.14324\/LRE.19.1.05 <\/a><\/p>\n

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

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.
\nhttps:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000368303 <\/a><\/p>\n","value_formatted":"\"Artificial intelligence now affects all aspects of our social lives. Without always knowing it, we interact daily with intelligent systems [\u2026]. They serve us invisibly. At least, that's the goal we assign them: to make our lives better, task by task.\u201d(Villani, 2018, p. 139.)<\/em><\/strong>\r\n\r\nTeachers 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.\r\n\r\nAI 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.\r\n\r\nThe 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.\r\n\r\nThe 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.\r\n\r\nEthical 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.\r\n\r\nRecommendations for education stakeholders<\/b>\r\n\r\nFor more information, please read the guiding principles for the effective<\/a> , 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.\r\n\r\nThe 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.\r\n\r\nIn 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.\r\n\r\nReferences:<\/b>\r\n\r\nRepository UNTE (2023). https:\/\/cinia.blogs.usj.edu.lb\/ia-enjeux-ethiques\/<\/a>\r\n\r\nAd 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<\/a>\r\n\r\nBorenstein, J., & Howard, A. (2021). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1(1), 61\u201365. https:\/\/doi.org\/10.1007\/s43681-020-00002-7<\/a>\r\n\r\nBostrom, N., & Yudkowsky, E. (2014). The ethics of artificial intelligence. In K. Frankish, & W. Ramsey (Eds.), The Cambridge Handbook of Artificial Intelligence (pp. 316\u2013334). Cambridge University Press.\r\nhttps:\/\/doi.org\/10.1017\/CBO9781139046855.020https:\/\/doi.org\/10.1017\/CBO9781139046855.020 <\/a>\r\n\r\nEuropean Commission (2018). Statement on artificial intelligence, robotics and \u2018autonomous\u2019 systems. European Union Publications Office.\r\nhttps:\/\/op.europa.eu\/en\/publication-detail\/-\/publication\/dfebe62e-4ce9-11e8-be1d-01aa75ed71a1\/language-en\/format-PDF\/source-78120382 <\/a>\r\n\r\nEuropean Commission (2019). The European Commission\u2019s 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 <\/a>\r\n\r\nMiao, F., Holmes, W., Huang, R., & Zhang, H. (2021). AI and education: Guidance for policy-makers. United Nations Educational, Scientific and Cultural Organization.\r\nhttps:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000376709 <\/a>\r\n\r\nOffice of the High Commissioner for Human Rights (2019). Transforming our world: the 2030 Agenda for Sustainable Development.\r\nhttps:\/\/sdgs.un.org\/2030agenda <\/a>\r\n\r\nOrganization for Economic Co-operation and Development (2021). OECD Recommendation of the Council on Artificial Intelligence. OECD\/LEGAL\/0449.\r\nhttps:\/\/legalinstruments.oecd.org\/en\/instruments\/OECD-LEGAL-0449 <\/a>\r\n\r\nReiss, M. J. (2021). The use of AI in education: Practicalities and ethical considerations. London Review of Education, 19(1), 5, 1\u201314.\r\n https:\/\/doi.org\/10.14324\/LRE.19.1.05 <\/a>\r\n\r\nUnited Nations Educational, Scientific and Cultural Organization, & Organization, C. (2021). Recommendation on the Ethics of Artificial Intelligence. United Nations Educational.\r\nhttps:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000379920.page=14 <\/a>\r\n\r\nUnited 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.\r\nhttps:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000368303 <\/a>","value":"\"Artificial intelligence now affects all aspects of our social lives. Without always knowing it, we interact daily with intelligent systems [\u2026]. They serve us invisibly. At least, that's the goal we assign them: to make our lives better, task by task.\u201d(Villani, 2018, p. 139.)<\/em><\/strong>\r\n\r\nTeachers 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.\r\n\r\nAI 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.\r\n\r\nThe 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.\r\n\r\nThe 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.\r\n\r\nEthical 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.\r\n\r\nRecommendations for education stakeholders<\/b>\r\n\r\nFor more information, please read the guiding principles for the effective<\/a> , 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.\r\n\r\nThe 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.\r\n\r\nIn 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.\r\n\r\nReferences:<\/b>\r\n\r\nRepository UNTE (2023). https:\/\/cinia.blogs.usj.edu.lb\/ia-enjeux-ethiques\/<\/a>\r\n\r\nAd 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<\/a>\r\n\r\nBorenstein, J., & Howard, A. (2021). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1(1), 61\u201365. https:\/\/doi.org\/10.1007\/s43681-020-00002-7<\/a>\r\n\r\nBostrom, N., & Yudkowsky, E. (2014). The ethics of artificial intelligence. In K. Frankish, & W. Ramsey (Eds.), The Cambridge Handbook of Artificial Intelligence (pp. 316\u2013334). Cambridge University Press.\r\nhttps:\/\/doi.org\/10.1017\/CBO9781139046855.020https:\/\/doi.org\/10.1017\/CBO9781139046855.020 <\/a>\r\n\r\nEuropean Commission (2018). Statement on artificial intelligence, robotics and \u2018autonomous\u2019 systems. European Union Publications Office.\r\nhttps:\/\/op.europa.eu\/en\/publication-detail\/-\/publication\/dfebe62e-4ce9-11e8-be1d-01aa75ed71a1\/language-en\/format-PDF\/source-78120382 <\/a>\r\n\r\nEuropean Commission (2019). The European Commission\u2019s 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 <\/a>\r\n\r\nMiao, F., Holmes, W., Huang, R., & Zhang, H. (2021). AI and education: Guidance for policy-makers. United Nations Educational, Scientific and Cultural Organization.\r\nhttps:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000376709 <\/a>\r\n\r\nOffice of the High Commissioner for Human Rights (2019). Transforming our world: the 2030 Agenda for Sustainable Development.\r\nhttps:\/\/sdgs.un.org\/2030agenda <\/a>\r\n\r\nOrganization for Economic Co-operation and Development (2021). OECD Recommendation of the Council on Artificial Intelligence. OECD\/LEGAL\/0449.\r\nhttps:\/\/legalinstruments.oecd.org\/en\/instruments\/OECD-LEGAL-0449 <\/a>\r\n\r\nReiss, M. J. (2021). The use of AI in education: Practicalities and ethical considerations. 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