02. Research and Projects Outputs

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https://reponew.gchumanrights.org/handle/20.500.11825/35
This collection includes high-quality, informal series of publications representing various project developed by Global Campus of Human Rights.

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Browsing 02. Research and Projects Outputs by Subject "artificial intelligence"
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    AI Integration in Education in the MENA Region: Will it Be a Driver of Social Inequality?
    (Global Campus of Human Rights, 2024-07) Traidi, Aida
    This policy brief aims to open a regional discussion on the adoption of artificial intelligence (AI) in Middle East and North Africa (MENA) countries, focusing on AI integration in education and related implications. The introductory section provides a comprehensive overview of the AI landscape in the region, exploring the state of AI education and the main AI government policies or strategies. The second section highlights existing challenges to the integration of AI in education in the region. Far from polarising positions, the next section reflects on the ways in which AI is causing disruption in education, arguing that this disruption can have both positive and negative impacts on various human rights, depending on the existence and enforcement of appropriate governance and regulatory frameworks. It then presents two different policy scenarios. Finally, concrete policy recommendations are provided for different actors to address and mitigate the identified risks to the right to education.
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    ChatGPT in Classrooms: A Double-Edged Sword
    (Global Campus of Human Rights, 2024-07) Dushi, Desara
    This policy brief analyses the promising benefits and negative impact of generative artificial intelligence (GenAI) on higher education, with a focus on ChatGPT. It revolves around questions such as: To what extent should digitalisation become part of education? What are the threats to the right to education and data protection in times of digital technologies? How can digitalisation in education be regulated, and by whom? What should higher education do to address the increasing dependence on technology while safeguarding data autonomy and public values? Can current legislative and regulatory frameworks deliver enough appropriate and desirable guidance? The policy brief starts with an analysis of the initiatives at the European Union (EU) and Council of Europe (CoE) level. Focusing on the European higher education landscape, initiatives from several EU countries are considered. These analyses underscore the importance of inclusive decision-making processes that involve educators, students and other relevant stakeholders. This provides for a better understanding of the implications of GenAI and ensures that its integration into education systems aligns with human rights principles and standards. To make the tool serve educational purposes, the providers of ChatGPT and other similar technologies must collaborate with educational institutions. The objective should be maximising the potential of GenAI while remaining aware of the possibilities for foreseeable misuse.