[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600443-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600443-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","current-issues-in-comparative-education-cice-volume-26-issue-2-special-issue-2024-ai-human-rights-literacy","Current Issues in Comparative Education (CICE) - Volume 26 - Issue 2 - Special Issue 2024 - AI Human Rights Literacy","","The paper investigates ethical and human-rights considerations raised by integrating artificial intelligence in education, moving beyond common concerns about instructional assistance and learner misuse. It examines privacy, safety, equity, and the right to education through an AI Human Rights Literacy lens for both K-12 and higher education. A literature review grounds the discussion, and the article proposes an AI Human Rights curriculum to help educators and learners critically navigate everyday AI encounters and their implications for formal schooling.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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human-rights issues does the paper focus on regarding AI in education?","Question",{"text":63,"@type":64},"It highlights privacy, equity, and the right to education as key human rights at stake in AI-enabled learning contexts.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the paper argue that ethical analysis of AI in education is more complex than typical discussions?",{"text":68,"@type":64},"It states that AI’s relationship with ethics involves not only misuse concerns like plagiarism, but also deeper questions about organization of teaching and learning and associated rights to privacy and safety.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the paper propose to address AI-human-rights literacy for educators and learners?",{"text":72,"@type":64},"It proposes an AI Human Rights curriculum and sets out literacy aims to help both groups engage critically with AI in everyday educational 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Agyemang-Badu  \nUniversity of Connecticut  \nFelisa Tibbitts  \nDepartment of Law, Economics and Governance, Utrecht University, Utrecht, The Netherlands and Visiting Professor, Nelson Mandela University  \nSage Phillips  \nUniversity of Connecticut  \nThe treatment of artificial intelligence (AI) in the field of education has so far been typically characterized by (a) information about how AI can assist educators in carrying out their work, and (b) concerns about the misuse of AI by learners, for example, concerning plagiarism. The links between AI and ethics within the field ofeducation are much more complex. Beyond the concerns about the organization of teaching and learning with the rise ofAI—and the associated rights to privacy and safety—there are legitimate needs for instructors and learners to understand how AI affects their daily lives. What are the wider ethical considerations for using AI, particularly from the perspective of human rights norms? This paper critically analyzes some of the human rights at stake regarding the use of AI and its implications for the organization and content of formal education (K-12 and higher education). The human rights perspective on AI’s dynamic and changing field—AI human rights literacy—is critical to convey to instructors and learners as they navigate these new technological developments. This paper overviews human rights relevant to everyday encounters with AI in education. It proposes an AI Human Rights curriculum to help both learners and educators become critically aware of these human rights implications.  \nKeywords: AI, human rights, human rights education, AI literacy.  \nIntroduction  \nThe rapid advancement of artificial intelligence (AI) technology presents some of the most profound opportunities and challenges for humanity in the 21st century. AI systems are being integrated across nearly every domain of society, from healthcare and transportation to finance, media, and education. While advocates are enthusiastic about AI’s potential to enhance efficiency, automation, and data-driven policy decision-making, a rising chorus of voices has begun to sound the alarm about the risks of AI posing threats to human rights (Zuboff, 2019), and the endurance of democratic values such as non-discrimination and equality (Noble, 2018) . AI is not neutral; it operates within frameworks shaped by the biases and inequalities embedded in the data it processes and the systems it supports (Noble, 2018; Eubanks, 2018) . These dynamics  \n© 2024, Agyemang-Badu et al. CC BY 4.0 . Current Issues in Comparative Education 26(2), 94-111.  \nAgyemang-Badu et al.  \nmake it important to consider AI’s impact on human rights worldwide. This is particularly relevant in the educational sector given how education has emerged as a high-stakes arena for upholding human rights.  \nHuman rights, broadly defined, are the fundamental rights inherent to all individuals, regardless of nationality, ethnicity, gender, or socioeconomic status. These rights are codified in international legal frameworks such as the Universal Declaration of Human Rights (UDHR) (1948) and the Convention on the Rights of the Child (CRC) (1989) . Within these frameworks, the right to education (Article 26 of the UDHR) is considered a cornerstone for the development of individuals and communities. Human rights education (HRE) is a field of practice specifically focused on fostering knowledge, skills, and values to promote dignity, equality, justice, and democratic engagement (Tibbitts, 2002) . As AI becomes increasingly integrated into educational systems, human rights can offer a critical lens for assessing the opportunities and risks of using AI in education. HRE can provide a guiding framework to prepare educators and learners to maximize AI’s benefits while addressing its risks (United Nations Educational, Scientific and Cultural Organization","cbCaivtHVS1xoG79","https://ap.wps.com/l/cbCaivtHVS1xoG79","pdf",232316,18,"English","# Introduction\n# Human Rights Education and AI as a Critical Lens\n# Ethical and Human Rights Concerns in AI-Integrated Education\n# Literature Review Method and Scope\n# AI Human Rights Literacy Aims and Curriculum Proposal","[{\"question\":\"What human-rights issues does the paper focus on regarding AI in education?\",\"answer\":\"It highlights privacy, equity, and the right to education as key human rights at stake in AI-enabled learning contexts.\"},{\"question\":\"Why does the paper argue that ethical analysis of AI in education is more complex than typical discussions?\",\"answer\":\"It states that AI’s relationship with ethics involves not only misuse concerns like plagiarism, but also deeper questions about organization of teaching and learning and associated rights to privacy and safety.\"},{\"question\":\"What does the paper propose to address AI-human-rights literacy for educators and learners?\",\"answer\":\"It proposes an AI Human Rights curriculum and sets out literacy aims to help both groups engage critically with AI in everyday educational encounters.\"}]","Current Issues in Comparative Education (CICE) - Volume 26 - Issue 2 - Special Issue 2024 - AI Human Rights Literacy | PDF",1792090703,45]