Förhållningssätt till användning av AI

Lärare måste säkerställa att studentdata anonymiseras eller lagras säkert vid användning av AI för akademiska ändamål, som att följa upp resultat eller ge skräddarsydd feedback.

“Taking into account the state of the art, the costs of implementation and the nature, scope, context and purposes of processing as well as the risk of varying likelihood and severity for the rights and freedoms of natural persons, the controller and the processor shall implement appropriate technical and organisational measures to ensure a level of security appropriate to the risk” (GDPR, Article 32, Section 1).

“High-risk AI systems shall be designed and developed in such a way that they achieve an appropriate level of accuracy, robustness, and cybersecurity, and that they perform consistently in those respects throughout their lifecycle” (Artificial Intelligence Act, European Parliament and Council, Article 15, Section 1).

“High-risk AI systems shall be as resilient as possible regarding errors, faults or inconsistencies that may occur within the system or the environment in which the system operates, in particular due to their interaction with natural persons or other systems. Technical and organisational measures shall be taken in this regard” (Artificial Intelligence Act, European Parliament and Council, Article 15, Section 4).

“Cybersecurity plays a crucial role in ensuring that AI systems are resilient against attempts to alter their use, behaviour, performance or compromise their security properties by malicious third parties exploiting the system’s vulnerabilities” (Artificial Intelligence Act, European Parliament and Council, Recital 76).

“Closely linked to the principle of prevention of harm is privacy, a fundamental right particularly affected by AI systems. Prevention of harm to privacy also necessitates adequate data governance that covers the quality and integrity of the data used, its relevance in light of the domain in which the AI systems will be deployed, its access protocols and the capability to process data in a manner that protects privacy” (Ethics Guidelines for Trustworthy AI, 2019).

“Educators need to ensure that AI systems they are using are reliable, fair, safe, and trustworthy and that the management of educational data is secure, protects the privacy of individuals, and is used for the common good” (Ethical Guidelines on the Use of Artificial Intelligence and Data in Teaching and Learning for Educators, European Commission, 2022).

Studenter kan förvänta sig att deras personuppgifter hanteras säkert och endast används för att förbättra deras inlärningsupplevelser. Data som samlas in via AI bör respektera integriteten och inte delas utan samtycke. Samtidigt förväntas studenterna skydda sina egna data och agera ansvarsfullt i digitala miljöer genom att följa JU:s riktlinjer och undvika att dela känslig eller personlig information med obehöriga parter eller plattformar.

“Taking into account the state of the art, the costs of implementation and the nature, scope, context and purposes of processing as well as the risk of varying likelihood and severity for the rights and freedoms of natural persons, the controller and the processor shall implement appropriate technical and organisational measures to ensure a level of security appropriate to the risk” (GDPR, Article 32, Section 1).

“Access to data. In any given organisation that handles individuals’ data (whether someone is a user of the system or not), data protocols governing data access should be put in place. These protocols should outline who can access data and under which circumstances. Only duly qualified personnel with the competence and need to access individual’s data should be allowed to do so” (Ethics Guidelines for Trustworthy AI, 2019).

“AI systems must guarantee privacy and data protection throughout a system’s entire lifecycle…” (Ethics Guidelines for Trustworthy AI, 2019).

“Educators need to ensure that AI systems they are using are reliable, fair, safe, and trustworthy and that the management of educational data is secure, protects the privacy of individuals, and is used for the common good” (Ethical Guidelines on the Use of Artificial Intelligence and Data in Teaching and Learning for Educators, European Commission, 2022).

Chefer och administratörer ansvarar för att implementera och granska dataskyddspolicyer. De måste säkerställa efterlevnad av institutionella, EU- och nationella standarder för dataskydd i AI-applikationer.

“Controllers and processors shall implement appropriate technical and organizational measures to ensure a level of security appropriate to the risk” (GDPR, Article 32, Section 1).

“High-risk AI systems shall be designed and developed in such a way that they achieve an appropriate level of accuracy, robustness, and cybersecurity, and that they perform consistently in those respects throughout their lifecycle” (Artificial Intelligence Act, European Parliament and Council, Article 15, Section 1).

“High-risk AI systems shall be as resilient as possible regarding errors, faults or inconsistencies that may occur within the system or the environment in which the system operates, in particular due to their interaction with natural persons or other systems. Technical and organisational measures shall be taken in this regard” (Artificial Intelligence Act, European Parliament and Council, Article 15, Section 4).

Anställda vid högskolan bör förstå vikten av dataskydd och vidta aktiva åtgärder för att säkerställa säker hantering av personuppgifter. Personal uppmuntras att bekanta sig med institutionella riktlinjer för dataskydd och implementera bästa praxis.

“Each controller and, where applicable, the controller's representative, shall maintain a record of processing activities under its responsibility” (GDPR, Article 30, Section 1).

“The controller shall implement appropriate technical and organisational measures to ensure and to be able to demonstrate that processing is performed in accordance with this Regulation” (GDPR, Article 24, Section 1).

“High-risk AI systems shall be designed and developed in such a way that they achieve an appropriate level of accuracy, robustness, and cybersecurity, and that they perform consistently in those respects throughout their lifecycle” (Artificial Intelligence Act, European Parliament and Council, Article 15, Section 1).

“High-risk AI systems shall be as resilient as possible regarding errors, faults or inconsistencies that may occur within the system or the environment in which the system operates, in particular due to their interaction with natural persons or other systems. Technical and organisational measures shall be taken in this regard” (Artificial Intelligence Act, European Parliament and Council, Article 15, Section 4).

Forskare måste säkerställa att data hanteras i enlighet med dataskyddslagar och säkras från obehörig åtkomst under hela dess livscykel.

“The controller and the processor shall implement appropriate technical and organisational measures to ensure a level of security appropriate to the risk…” (GDPR, Article 32, Section 1).

“Pay particular attention to issues related to privacy, confidentiality, and intellectual property rights when sharing sensitive or protected information with AI tools” (Living Guidelines on the Responsible Use of Generative AI, 2024).

Lärare bör tydligt kommunicera till studenter hur AI-verktyg används vid betygsättning, återkoppling eller för att komplettera läromedel. Denna transparens hjälper studenterna att förstå vilken roll AI spelar i bedömningen av deras arbete samt bygger förtroende för AI:s roll i utbildningen.

“Providers shall ensure that AI systems intended to interact directly with natural persons are designed and developed in such a way that the natural persons concerned are informed that they are interacting with an AI system, unless this is obvious from the point of view of a natural person who is reasonably well-informed, observant and circumspect, taking into account the circumstances and the context of use.” (AI Act, Article 50, Section 1)

”Traceability. The data sets and the processes that yield the AI system’s decision, including those of data gathering and data labelling as well as the algorithms used, should be documented to the best possible standard to allow for traceability and an increase in transparency.” (Ethics Guidelines for Trustworthy AI, 2019)

“Explainability. Explainability concerns the ability to explain both the technical processes of an AI system and the related human decisions (e.g. application areas of a system). Technical explainability requires that the decisions made by an AI system can be understood and traced by human beings.” (Ethics Guidelines for Trustworthy AI, 2019)

“Communication. AI systems should not represent themselves as humans to users; humans have the right to be informed that they are interacting with an AI system. This entails that AI systems must be identifiable as such. In addition, the option to decide against this interaction in favour of human interaction should be provided where needed to ensure compliance with fundamental rights.” (Ethics Guidelines for Trustworthy AI, 2019)

Studenter kan förvänta sig transparens om hur AI påverkar deras inlärning eller bedömningar, inklusive tydlig kommunikation om hur AI-verktyg påverkar betygsättning, feedback eller personliga inlärningsupplevelser. Dessutom uppmuntras studenter att engagera sig aktivt genom att ställa frågor om de AI-verktyg som används och förstå sina egna rättigheter inom dessa system. Studenter ansvarar också för att vara ärliga och transparenta i sin användning av AI-verktyg, och säkerställa att de inte använder sådana verktyg på sätt som bryter mot akademisk integritet, såsom plagiat eller obehörig hjälp. Du kan bli ombedd att förklara hur du har använt ett AI-system.

“Providers shall ensure that AI systems intended to interact directly with natural persons are designed and developed in such a way that the natural persons concerned are informed that they are interacting with an AI system, unless this is obvious from the point of view of a natural person who is reasonably well-informed, observant and circumspect, taking into account the circumstances and the context of use.” (Artificial Intelligence Act, European Parliament and Council, Article 50, Section 1)

”Traceability. The data sets and the processes that yield the AI system’s decision … should be documented to the best possible standard to allow for traceability and an increase in transparency.” (Ethics Guidelines for Trustworthy AI, 2019)

“Explainability. Explainability concerns the ability to explain both the technical processes of an AI system and the related human decisions. Technical explainability requires that the decisions made by an AI system can be understood and traced by human beings.” (Ethics Guidelines for Trustworthy AI, 2019)

“Communication. AI systems should not represent themselves as humans to users; humans have the right to be informed that they are interacting with an AI system. This entails that AI systems must be identifiable as such. In addition, the option to decide against this interaction in favour of human interaction should be provided where needed to ensure compliance with fundamental rights.” (Ethics Guidelines for Trustworthy AI, 2019)

Chefer och administratörer ansvarar för att implementera policyer som säkerställer att all AI-användning är transparent. Policyerna bör inkludera hur och varför AI används i utbildningsmiljöer och säkerställa att denna information är tillgänglig för både studenter och personal.

“High-risk AI systems shall be accompanied by clear instructions for use and shall include information that explains the system's intended purpose, capabilities, and limitations.” (Artificial Intelligence Act, European Parliament and Council, Article 13, Section 2)

“The controller shall take appropriate measures to provide any information [...] in a concise, transparent, intelligible, and easily accessible form, using clear and plain language.” (GDPR, Article 12, Section 1)

”Traceability. The data sets and the processes that yield the AI system’s decision, including those of data gathering and data labelling as well as the algorithms used, should be documented to the best possible standard to allow for traceability and an increase in transparency.” (Ethics Guidelines for Trustworthy AI, 2019)

“Explainability. Explainability concerns the ability to explain both the technical processes of an AI system and the related human decisions (e.g. application areas of a system). Technical explainability requires that the decisions made by an AI system can be understood and traced by human beings.” (Ethics Guidelines for Trustworthy AI, 2019)

“Communication. AI systems should not represent themselves as humans to users; humans have the right to be informed that they are interacting with an AI system. This entails that AI systems must be identifiable as such. In addition, the option to decide against this interaction in favour of human interaction should be provided where needed to ensure compliance with fundamental rights.” (Ethics Guidelines for Trustworthy AI, 2019)

Personal vid högskolan ska informeras och regelbundet uppdateras om AI:s roll i utbildningsverktyg och processer. Tydlig kommunikation om implementeringen och effekten av AI-system stöder förtroende och delat ansvar inom institutionen.

“The data subject shall have the right to obtain from the controller confirmation as to whether or not personal data concerning him or her are being processed, where and for what purpose.” (GDPR, Article 15, Section 1)

Personal som använder AI-system i sina dagliga roller måste vara beredda att ge transparens om hur dessa system interagerar med personuppgifter, inklusive att svara på frågor från studenter eller kollegor.

“High-risk AI systems shall be accompanied by instructions for use and other relevant documentation... This documentation shall include concise, complete, correct and clear information that is relevant, accessible and comprehensible.” (Artificial Intelligence Act, European Parliament and Council, Article 13, Section 2)

”Traceability. The data sets and the processes that yield the AI system’s decision, including those of data gathering and data labelling as well as the algorithms used, should be documented to the best possible standard to allow for traceability and an increase in transparency.” (Ethics Guidelines for Trustworthy AI, 2019)

“Explainability. Explainability concerns the ability to explain both the technical processes of an AI system and the related human decisions (e.g. application areas of a system). Technical explainability requires that the decisions made by an AI system can be understood and traced by human beings.” (Ethics Guidelines for Trustworthy AI, 2019)

“Communication. AI systems should not represent themselves as humans to users; humans have the right to be informed that they are interacting with an AI system. This entails that AI systems must be identifiable as such. In addition, the option to decide against this interaction in favour of human interaction should be provided where needed to ensure compliance with fundamental rights.” (Ethics Guidelines for Trustworthy AI, 2019)

Forskare måste redovisa sin användning av AI-verktyg och specificera metoder, dataset och verktyg som används för att säkerställa transparens och reproducerbarhet.

“Honesty in developing, carrying out, reviewing, reporting, and communicating on research transparently, fairly, thoroughly, and impartially. This principle includes disclosing that generative AI has been used” (Living Guidelines on the Responsible Use of Generative AI, 2024)

“Transparency obligations shall include the provision of clear and adequate information about the system’s capabilities and limitations…” (AI Act, Article 13)

Lärare uppmuntras att använda AI som ett stödjande verktyg som förbättrar deras undervisning men inte ersätter deras omdöme. AI kan erbjuda insikter i studenters framsteg och förbättringsområden, men lärare behåller befogenheten och ansvaret att fatta slutgiltiga bedömningsbeslut baserat på sitt professionella omdöme.

“It may be the case that sometimes humans would choose to rely on AI systems for reasons of efficacy, but the decision to cede control in limited contexts remains that of humans, as humans can resort to AI systems in decision-making and acting, but an AI system can never replace ultimate human responsibility and accountability.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

“High-risk AI systems shall be designed and developed in such a way, including with appropriate human-machine interface tools, that they can be effectively overseen by natural persons during the period in which they are in use” (Artificial Intelligence Act, European Parliament and Council, Article 14, Section 1)

“AI systems should support human autonomy and decision-making, as prescribed by the principle of respect for human autonomy. This requires that AI systems should both act as enablers to a democratic, flourishing and equitable society by supporting the user’s agency and foster fundamental rights, and allow for human oversight.” (Ethics Guidelines for Trustworthy AI, 2019)

“Educators need to ensure that AI systems they are using are reliable, fair, safe, and trustworthy and that the management of educational data is secure, protects the privacy of individuals, and is used for the common good.” (Ethical Guidelines on the Use of Artificial Intelligence and Data in Teaching and Learning for Educators, European Commission, 2022)

Studenter drar nytta av AI-verktyg som förbättrar inlärningen genom att ge skräddarsydd feedback och resurser. Studenter kan dock lita på att viktiga utbildningsbeslut, såsom betygsättning och utvärdering, förblir under mänsklig kontroll, vilket säkerställer rättvisa. Studenter uppmuntras också att engagera sig i AI-verktyg på ett ansvarsfullt sätt och förstå deras roll som kompletterande snarare än auktoritativa källor. Dessutom förväntas studenterna upprätthålla akademisk integritet genom att säkerställa att det arbete de lämnar in är deras eget och undvika att förlita sig för mycket på AI-verktyg för akademiska uppgifter.

“It may be the case that sometimes humans would choose to rely on AI systems for reasons of efficacy, but the decision to cede control in limited contexts remains that of humans, as humans can resort to AI systems in decision-making and acting, but an AI system can never replace ultimate human responsibility and accountability.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

“High-risk AI systems shall be designed and developed in such a way, including with appropriate human-machine interface tools, that they can be effectively overseen by natural persons during the period in which the AI system is in use.” (Artificial Intelligence Act, European Parliament and Council, Article 14, Section 4)

Chefer och administratörer måste fastställa protokoll som säkerställer att AI-applikationer i utbildningen alltid inkluderar mänsklig tillsyn. Detta innebär att personalen kan granska och validera AI-genererade rekommendationer och fatta autonoma beslut baserat på professionella standarder och institutionella policyer.

“The notion of ‘deployer’ refers to any natural or legal person, including a public authority, agency, or other body, using an AI system under its authority, except where the AI system is used in the course of a personal non-professional activity.” (Artificial Intelligence Act, European Parliament and Council, Article 13, 2024)

“Deployers should in particular take appropriate technical and organisational measures to ensure they use high-risk AI systems in accordance with the instructions of use and certain other obligations should be provided for with regard to monitoring of the functioning of the AI systems and with regard to record-keeping, as appropriate. Furthermore, deployers should ensure that the persons assigned to implement the instructions for use and human oversight as set out in this Regulation have the necessary competence, in particular an adequate level of AI literacy, training and authority to properly fulfil those tasks. Those obligations should be without prejudice to other deployer obligations in relation to high-risk AI systems under Union or national law.” (Artificial Intelligence Act, European Parliament and Council, 2024, Recital 91)

“High-risk AI systems shall be designed and developed in such a way that they can be effectively overseen by natural persons during their period of use.” (Artificial Intelligence Act, European Parliament and Council, Article 14, Section 1)

“The data subject shall have the right not to be subject to a decision based solely on automated processing, including profiling, which produces legal effects concerning him or her or similarly significantly affects him or her.” (GDPR, Article 22, Section 1)

Personal vid högskolan ska informeras om vikten av mänsklig tillsyn i AI-assisterade utbildningsverktyg, vilket säkerställer att dessa verktyg används för att komplettera professionell expertis snarare än att ersätta den. Personalen spelar en viktig roll i att validera AI-genererade insikter, tillämpa sina kunskaper och omdöme för att upprätthålla utbildningsstandarder och skydda studenternas välbefinnande.

“High-risk AI systems shall be designed and developed in such a way... that they can be effectively overseen by natural persons during the period in which the AI system is in use.” (Artificial Intelligence Act, European Parliament and Council, Article 14, Section 1)

Forskare måste upprätthålla tillsyn över AI-system för att säkerställa att deras användning överensstämmer med etiska forskningsmetoder och mänsklig ansvarighet.

“Researchers remain ultimately responsible for scientific output… Authorship implies agency and responsibility, so it lies with human researchers.” (Living Guidelines on the Responsible Use of Generative AI, 2024)

“The requirement of accountability... necessitates that mechanisms be put in place to ensure responsibility and accountability for AI systems and their outcomes, both before and after their development, deployment, and use.” (Ethics Guidelines for Trustworthy AI, 2019)

Lärare förväntas tillämpa AI i enlighet med etiska riktlinjer, säkerställa rättvisa och undvika alla former av partiskhet i utbildningsresultat. När lärare använder AI för betygsättning eller feedback måste de säkerställa att AI-resultaten är opartiska och transparenta, för likvärdig behandling av alla studenter.

“Teachers are expected to be able to internalize essential ethical rules for the safe and responsible use of AI, including respecting data privacy, intellectual property rights and other legal frameworks; and habitually incorporate these ethics into evaluations and utilizations of AI tools, data and AI-generated content in education.” (UNESCO. 2024. AI competency framework for teachers)

“A human-centred approach to AI in education is critical – an approach that promotes key ethical and practical principles to help regulate and guide practices of all stakeholders throughout the entire life cycle of AI systems. The approach encompasses four core principles: the design and use of AI should be at the service of strengthening human capacities as well as sustainable development; access to, and deployment of AI, should be equitable and inclusive; AI models in use should be explainable, safe and do no harm; and finally, the selection, use and monitoring of the impact of AI should be human controlled and human accountable.” (UNESCO. 2024. AI competency framework for teachers)

“Trustworthy AI has three components, which should be met throughout the system's entire life cycle: 1. it should be lawful, complying with all applicable laws and regulations; 2. it should be ethical, ensuring adherence to ethical principles and values; and 3. it should be robust, both from a technical and social perspective, since, even with good intentions, AI systems can cause unintentional harm. Each of these three components is necessary but not sufficient in itself to achieve Trustworthy AI. (European Commission. 2021.” Ethics guidelines for trustworthy AI.)

“Education and awareness to foster an ethical mind-set. Trustworthy AI encourages the informed participation of all stakeholders. Communication, education and training play an important role, both to ensure that knowledge of the potential impact of AI systems is widespread, and to make people aware that they can participate in shaping the societal development.” (European Commission. 2021. Ethics guidelines for trustworthy AI.)

Studenter kan lita på att AI som används i deras utbildningsupplevelse följer etiska riktlinjer, vilket säkerställer att bedömningar och feedback är rättvisa och opartiska. Studenter uppmuntras att engagera sig i AI-verktyg på ett ansvarsfullt sätt, medvetna om att AI är ett stödjande verktyg, inte en ersättning för mänskligt omdöme eller personlig ansträngning.

The UNESCO AI competency framework (2024) describes and summarises AI ethics in the following way.

Students are expected to be able to develop a basic understanding of the ethical issues around AI, and the potential impact of AI on human rights, social justice, inclusion, equity and climate change within their local context and with regard to their personal lives. They will understand, and internalize the following key ethical principles, and will translate these in their reflective practices and uses of AI tools in their lives and learning:

Do no harm: Evaluating AI’s regulatory compliance and potential to infringe on human rights

Proportionality: Assessing AI’s benefits against risks and costs; evaluating context appropriateness

Non-discrimination: Detecting biases and promoting inclusivity and sustainability (understanding AI’s environmental and societal impacts)

Human determination: Emphasizing human agency and accountability in AI use

Transparency: advocating for the rights of users to understand AI operations and decisions

Chefer och administratörer bör implementera policyer som upprätthåller etiska standarder i AI, vilket säkerställer ansvarsfull användning och utbildar personal i etiska AI-metoder. Detta inkluderar övervakning av AI-system för efterlevnad av transparens, rättvisa och ansvarighet inom institutionen.

"Institutions must promote trust in AI by ensuring systems operate transparently and ethically." - OECD AI Principles (2019)

"Upholding ethical standards in AI usage is essential to maintaining trust and integrity in institutions." - OECD AI Principles (2019)

"Institutions must prioritize transparency and accountability in AI operations, ensuring compliance with ethical standards." - Digital Education Action Plan (2021-2027)

Personal vid högskolan ska informeras om etiska standarder inom AI och tillämpa dessa principer i sitt arbete. Personal spelar en roll i att övervaka AI-applikationer för att säkerställa att de respekterar integritet, rättvisa och transparens, vilket främjar en etisk strategi för teknik som gynnar högskolegemenskapen.

"AI systems should be designed to uphold ethical principles and align with societal values." - UNESCO AI Ethics Recommendations (2021)

"All AI applications in educational settings must reflect ethical values and principles that safeguard users' rights." - European Ethical Guidelines for Trustworthy AI (2019)

"The use of AI must be compatible with the institution’s ethical and democratic values." - BRJU, §1038

AI-användning i utbildningen bör följa etiska standarder som fastställs inom Sverige, av EU och internationella organ, inklusive att undvika diskriminering, säkerställa transparens och upprätthålla ansvarighet. Dessa föreskrifter föreskriver att AI-system är rättvisa och upprätthåller individernas rättigheter, och skyddar användarna från oetiska metoder.

Det ligger inte inom Educates ansvarsområde att stödja forskare. Därför rekommenderar vi hänvisning till etiska ramverk för forskning vid handledning. Till exempel kan Living Guidelines on the Responsible Use of Generative AI in Research och The European Code of Conduct for Research Integrity vara lämpliga.

Lärare bör säkerställa att AI-verktyg som används i utbildningen behandlar alla studenter likvärdigt. När lärare till exempel använder AI för bedömning måste de säkerställa att AI-systemet fungerar utan partiskhet eller diskriminering som kan missgynna någon grupp baserat på demografi eller bakgrund, och aktivt arbeta för att upptäcka och mildra sådan partiskhet eller diskriminering.

AI-akten nämner specifikt att "Tränings-, validerings- och testdatauppsättningar ska omfattas av datastyrnings- och ledningsmetoder som är lämpliga för det avsedda syftet med AI-systemet med hög risk" och att detta inkluderar "granskning med avseende på möjliga fördomar som sannolikt kommer att påverka hälsan och säkerheten för personer, ha en negativ inverkan på grundläggande rättigheter eller leda till diskriminering som är förbjuden enligt unionsrätten, särskilt där dataresultat påverkar insatser för framtida verksamhet" (Artificial Intelligence Act, European Parliament and Council, Article 10, Section 2).

“In order to achieve Trustworthy AI, we must enable inclusion and diversity throughout the entire AI system’s life cycle. Besides the consideration and involvement of all affected stakeholders throughout the process, this also entails ensuring equal access through inclusive design processes as well as equal treatment. This requirement is closely linked with the principle of fairness.” (Ethics Guidelines for Trustworthy AI, 2019)

”Data sets used by AI systems (both for training and operation) may suffer from the inclusion of inadvertent historic bias, incompleteness and bad governance models. The continuation of such biases could lead to unintended (in)direct prejudice and discrimination against certain groups or people, potentially exacerbating prejudice and marginalisation.” (Ethics Guidelines for Trustworthy AI, 2019)

“Accessibility to this technology for persons with disabilities, which are present in all societal groups, is of particular importance. AI systems should not have a one-size-fits-all approach and should consider Universal Design principles addressing the widest possible range of users, following relevant accessibility standards. This will enable equitable access and active participation of all people in existing and emerging computer-mediated human activities and with regard to assistive technologies.” (Ethics Guidelines for Trustworthy AI, 2019)

“AI systems raise new types of ethical issues that include, but are not limited to, their impact on decision-making, employment and labour, social interaction, health care, education, media, access to information, digital divide, personal data and consumer protection, environment, democracy, rule of law, security and policing, dual use, and human rights and fundamental freedoms, including freedom of expression, privacy and nondiscrimination. Furthermore, new ethical challenges are created by the potential of AI algorithms to reproduce and reinforce existing biases, and thus to exacerbate already existing forms of discrimination, prejudice and stereotyping.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

Studenter är försäkrade om att AI-verktyg i deras utbildningsresa kommer att upprätthålla rättvisa och inte uppvisa bias som kan påverka deras utvärderingar. Studenter uppmuntras att engagera sig i AI-verktyg på ett sätt som respekterar mångfald och stödjer inkludering inom deras utbildningsmiljö. De förväntas också undvika att använda AI på sätt som upprätthåller bias eller diskriminering och att agera i enlighet med högskolans engagemang för rättvisa och inkludering.

"High-risk AI systems shall be designed and developed in such a way as to ensure that their operation is sufficiently transparent to enable users to interpret the system's output and use it appropriately." (Artificial Intelligence Act, European Parliament and Council, Article 13, Section 1).

”Data sets used by AI systems (both for training and operation) may suffer from the inclusion of inadvertent historic bias, incompleteness and bad governance models. The continuation of such biases could lead to unintended (in)direct prejudice and discrimination against certain groups or people, potentially exacerbating prejudice and marginalisation.” (Ethics Guidelines for Trustworthy AI, 2019)

“AI systems raise new types of ethical issues that include, but are not limited to, their impact on decision-making, employment and labour, social interaction, health care, education, media, access to information, digital divide, personal data and consumer protection, environment, democracy, rule of law, security and policing, dual use, and human rights and fundamental freedoms, including freedom of expression, privacy and nondiscrimination. Furthermore, new ethical challenges are created by the potential of AI algorithms to reproduce and reinforce existing biases, and thus to exacerbate already existing forms of discrimination, prejudice and stereotyping.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

Chefer ansvarar för att säkerställa att AI-verktyg som implementeras inom institutionen följer rättvisestandarder. Detta inkluderar att genomföra regelbundna granskningar av AI-algoritmer för att upptäcka, dokumentera och åtgärda eventuella bias, och säkerställa att de verktyg som används återspeglar institutionens värderingar om inkludering och likabehandling.

”Data sets used by AI systems (both for training and operation) may suffer from the inclusion of inadvertent historic bias, incompleteness and bad governance models. The continuation of such biases could lead to unintended (in)direct prejudice and discrimination against certain groups or people, potentially exacerbating prejudice and marginalisation.” (Ethics Guidelines for Trustworthy AI, 2019)

“AI systems raise new types of ethical issues that include, but are not limited to, their impact on decision-making, employment and labour, social interaction, health care, education, media, access to information, digital divide, personal data and consumer protection, environment, democracy, rule of law, security and policing, dual use, and human rights and fundamental freedoms, including freedom of expression, privacy and nondiscrimination. Furthermore, new ethical challenges are created by the potential of AI algorithms to reproduce and reinforce existing biases, and thus to exacerbate already existing forms of discrimination, prejudice and stereotyping.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

"Training, validation, and testing data sets shall be relevant, representative, free of errors, and complete, and shall take into account the characteristics of the specific geographical, behavioural, or functional setting for which the system is intended." (Artificial Intelligence Act, European Parliament and Council, Article 10, Section 3).

"Personal data shall be processed fairly and in a transparent manner in relation to the data subject." (GDPR, Article 5, Section 1a).

Personal vid högskolan förväntas vara medveten om AI-etik och rättviseriktlinjer, och stödja en kultur där AI-verktyg används inkluderande och utan diskriminering. Personal kan bidra genom att rapportera eventuella misstänkta bias i AI-verktyg för att säkerställa överensstämmelse med institutionens rättvisestandarder.

”Data sets used by AI systems (both for training and operation) may suffer from the inclusion of inadvertent historic bias, incompleteness and bad governance models. The continuation of such biases could lead to unintended (in)direct prejudice and discrimination against certain groups or people, potentially exacerbating prejudice and marginalisation.” (Ethics Guidelines for Trustworthy AI, 2019)

“AI systems raise new types of ethical issues that include, but are not limited to, their impact on decision-making, employment and labour, social interaction, health care, education, media, access to information, digital divide, personal data and consumer protection, environment, democracy, rule of law, security and policing, dual use, and human rights and fundamental freedoms, including freedom of expression, privacy and nondiscrimination. Furthermore, new ethical challenges are created by the potential of AI algorithms to reproduce and reinforce existing biases, and thus to exacerbate already existing forms of discrimination, prejudice and stereotyping.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

"Personal data shall be processed fairly and in a transparent manner in relation to the data subject." (GDPR, Article 5, Section 1a).

Forskare måste mildra bias i AI-metoder, vilket säkerställer rättvis representation och icke-diskriminering i dataset och algoritmer.

“Training, validation, and testing datasets should be relevant, representative, free of errors, and complete, ensuring fairness and avoiding discrimination” (AI Act, Article 10, Section 3).

“Reliability in ensuring the quality of research… involves being aware of possible equality and non-discrimination issues in relation to bias and inaccuracies” (Living Guidelines on the Responsible Use of Generative AI, 2024).

Lärare uppmuntras att regelbundet utvärdera de potentiella riskerna som är förknippade med AI-verktyg de använder i undervisningen, såsom oavsiktlig partiskhet i bedömningar. Genom att hålla sig informerade om riskhanteringsmetoder kan lärare vidta åtgärder för att mildra eventuella negativa effekter på studenternas lärande.

“Unwanted harms (safety risks), as well as vulnerabilities to attack (security risks) should be avoided and should be addressed, prevented and eliminated throughout the life cycle of AI systems to ensure human, environmental and ecosystem safety and security.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

"The risk management system shall be understood as a continuous iterative process planned and run throughout the entire lifecycle of a high-risk AI system, requiring regular systematic review and updating. It shall comprise the following steps: (a) the identification and analysis of the known and the reasonably foreseeable risks that the high-risk AI system can pose to health, safety or fundamental rights when the high-risk AI system is used in accordance with its intended purpose." (Artificial Intelligence Act, European Parliament and Council, Article 9, Section 2)

"Educators need to ensure that AI systems they are using are reliable, fair, safe, and trustworthy and that the management of educational data is secure, protects the privacy of individuals, and is used for the common good." (Ethical Guidelines on the Use of Artificial Intelligence and Data in Teaching and Learning for Educators, European Commission, 2022)

Studenter drar nytta av riskhanteringsmetoder som säkerställer att AI-verktyg är säkra, pålitliga och etiskt implementerade. Studenter bör också delta ansvarsfullt och rapportera eventuella problem relaterade till AI-användning i deras bedömningar eller feedback. Dessutom förväntas studenterna inse riskerna med missbruk eller överförlitlighet på AI-verktyg, och säkerställa att deras användning överensstämmer med högskolans policyer och standarder för etiskt akademiskt uppförande.

“Unwanted harms (safety risks), as well as vulnerabilities to attack (security risks) should be avoided and should be addressed, prevented and eliminated throughout the life cycle of AI systems to ensure human, environmental and ecosystem safety and security.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

"Providers of high-risk AI systems shall establish, implement, and document a risk management system as part of their quality management system." (Artificial Intelligence Act, European Parliament and Council, Article 9, Section 1)

"Educators need to ensure that AI systems they are using are reliable, fair, safe, and trustworthy and that the management of educational data is secure, protects the privacy of individuals, and is used for the common good." (Ethical Guidelines on the Use of Artificial Intelligence and Data in Teaching and Learning for Educators, European Commission, 2022)

Chefer och administratörer bör implementera omfattande riskhanteringsramverk för att utvärdera, övervaka och mildra risker som är förknippade med AI i utbildningsmiljöer. Detta inkluderar att genomföra regelbundna revisioner, upprätthålla efterlevnad av dataskyddslagar och tillhandahålla utbildning om riskhantering för personalen.

“Proportionality and Do No Harm. It should be recognized that AI technologies do not necessarily, per se, ensure human and environmental and ecosystem flourishing. Furthermore, none of the processes related to the AI system life cycle shall exceed what is necessary to achieve legitimate aims or objectives and should be appropriate to the context. In the event of possible occurrence of any harm to human beings, human rights and fundamental freedoms, communities and society at large or the environment and ecosystems, the implementation of procedures for risk assessment and the adoption of measures in order to preclude the occurrence of such harm should be ensured.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

“Unwanted harms (safety risks), as well as vulnerabilities to attack (security risks) should be avoided and should be addressed, prevented and eliminated throughout the life cycle of AI systems to ensure human, environmental and ecosystem safety and security.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

"High-risk AI systems shall undergo a conformity assessment procedure prior to being placed on the market or put into service to identify, estimate, and evaluate risks." (Artificial Intelligence Act, European Parliament and Council, Article 19, Section 1)

"Where a type of processing [...] is likely to result in a high risk to the rights and freedoms of natural persons, the controller shall [...] carry out an assessment of the impact of the envisaged processing operations on the protection of personal data." (GDPR, Article 35, Section 1)

Personal vid högskolan ska informeras om riskhanteringsprotokollen som är förknippade med AI-verktyg som används i deras arbete. Personal uppmuntras att följa riktlinjer, rapportera eventuella identifierade risker och hjälpa till att upprätthålla en säker AI-driven miljö i enlighet med etiska och institutionella standarder.

“Resilience to attack and security. AI systems, like all software systems, should be protected against vulnerabilities that can allow them to be exploited by adversaries, e.g. hacking. Attacks may target the data (data poisoning), the model (model leakage) or the underlying infrastructure, both software and hardware. If an AI system is attacked, e.g. in adversarial attacks, the data as well as system behaviour can be changed, leading the system to make different decisions, or causing it to shut down altogether. Systems and data can also become corrupted by malicious intention or by exposure to unexpected situations. Insufficient security processes can also result in erroneous decisions or even physical harm. For AI systems to be considered secure, possible unintended applications of the AI system (e.g. dual-use applications) and potential abuse of the system by malicious actors should be taken into account, and steps should be taken to prevent and mitigate these.” (Ethics Guidelines for Trustworthy AI, 2019)

“Fallback plan and general safety. AI systems should have safeguards that enable a fallback plan in case of problems. This can mean that AI systems switch from a statistical to rule-based procedure, or that they ask for a human operator before continuing their action. It must be ensured that the system will do what it is supposed to do without harming living beings or the environment. This includes the minimisation of unintended consequences and errors.” (Ethics Guidelines for Trustworthy AI, 2019)

Forskare måste identifiera och mildra risker som är förknippade med AI-system, vilket säkerställer säkerhet, trygghet och överensstämmelse med etiska standarder.

“The risk management system shall comprise the identification and analysis of the known and the reasonably foreseeable risks that the high-risk AI system can pose…” (AI Act, Article 9, Section 2)

“Processes to clarify and assess potential risks associated with the use of AI systems... should be established” (Ethics Guidelines for Trustworthy AI, 2019)

Lärare är ansvariga för att säkerställa att deras användning av AI överensstämmer med akademiska standarder och etiska riktlinjer. De måste vara beredda att ta itu med och vara ansvariga för eventuella problem som uppstår på grund av AI-verktyg som i undervisningen, till exempel vid bedömning eller i personlig feedback.

“It may be the case that sometimes humans would choose to rely on AI systems for reasons of efficacy, but the decision to cede control in limited contexts remains that of humans, as humans can resort to AI systems in decision-making and acting, but an AI system can never replace ultimate human responsibility and accountability.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

"Providers and deployers of high-risk AI systems shall ensure that their systems are used in accordance with the instructions for use and have the necessary competence, including an adequate level of AI literacy and training, to properly fulfill their tasks" (Artificial Intelligence Act, European Parliament and Council, Article 29, Section 2).

Som lärare förväntas du veta vem som är ansvarig och ansvarig för driftsättning och användning av ett AI-system. Ofta är du ansvarig för de resultat och det beslutsfattande som systemet producerar. “The requirement of accountability complements the above requirements, and is closely linked to the principle of fairness. It necessitates that mechanisms be put in place to ensure responsibility and accountability for AI systems and their outcomes, both before and after their development, deployment and use.” (Ethics Guidelines for Trustworthy AI, 2019)

Studenter kan förvänta sig transparens och ansvarighet från sina lärare och administratörer angående användningen av AI i utbildningsmiljöer. De uppmuntras att ställa frågor om AI-processer som påverkar deras utbildning och att rapportera eventuella problem. Studenter är också ansvariga för att engagera sig etiskt med AI-verktyg som görs tillgängliga för dem och för att upprätthålla ansvarighet för sina handlingar, vilket säkerställer att AI-användning inte bryter mot högskolans regler om akademisk integritet eller leder till tjänstefel.

"Processing shall be lawful only if and to the extent that at least one of the following applies: the data subject has given consent to the processing of their personal data for one or more specific purposes." (GDPR, Article 6, Section 1). Detta citat belyser principen om laglig och transparent hantering av personuppgifter, vilket betonar ansvarighet i AI-användning. För studenter innebär detta att de måste anpassa sin AI-användning till juridiska och etiska standarder, och säkerställa transparens och samtycke vid hantering eller interaktion med AI-system. GDPR tar hänsyn till när användningen endast är privat, men när man skriver en uppsats eller använder AI i samband med utbildning är detta inte alltid fallet.

”Som student är du ansvarig för att läsa och förstå den information som JU tillhandahåller om vad som är och vad som inte är tillåtet vid tentamina, för uppsatser etc. Observera att olika regler kan gälla för olika tentamina och kursmoment. Det är ditt ansvar att läsa och förstå den information som tillhandahålls.” (Studentwebben, 2020. Rättigheter och bestämmelser: Fusk, störningar och trakasserier)

Chefer och administratörer bör fastställa tydliga ansvarighetspolicyer för AI-användning över hela institutionen, vilket säkerställer att all personal förstår sina skyldigheter. Detta inkluderar att upprätthålla transparens om AI-applikationer, säkerställa att etiska standarder uppfylls och tillhandahålla resurser och stöd för att upprätthålla dessa standarder.

“It may be the case that sometimes humans would choose to rely on AI systems for reasons of efficacy, but the decision to cede control in limited contexts remains that of humans, as humans can resort to AI systems in decision-making and acting, but an AI system can never replace ultimate human responsibility and accountability.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

"Providers of high-risk AI systems shall establish a quality management system to ensure compliance with the requirements of this Regulation." (Artificial Intelligence Act, European Parliament and Council, Article 17, Section 1).

"The controller shall be responsible for, and be able to demonstrate compliance with, [data protection] principles." (GDPR, Article 5, Section 2).

Personal på alla nivåer förväntas upprätthålla ansvarighetsstandarder för AI-användning i sina roller, vilket säkerställer transparens, rättvisa och efterlevnad av institutionella riktlinjer. Personal bör aktivt delta i utbildning och följa fastställda protokoll för att upprätthålla ansvarsfull AI-användning inom institutionen.

Forskare måste säkerställa ansvarighet för AI-användning och resultat, vilket främjar förtroende för AI-driven forskning.

“Accountability for the research from idea to publication, for its management and organisation, for training, supervision, and mentoring, and for its wider societal impacts” (European Code of Conduct for Research Integrity, 2023)

“Researchers remain ultimately responsible for scientific output… Researchers maintain a critical approach to using the output produced by generative AI and are aware of the tools’ limitations” (Living Guidelines on the Responsible Use of Generative AI, 2024)

Lärare kan använda AI som stöd i sin undervisning, och för att effektivisera uppgifter som betygsättning och feedback. De bör dock behålla kontrollen över slutgiltiga beslut för att säkerställa att AI kompletterar, snarare än ersätter, deras roll som lärare. AI bör stärka lärares möjlighet att stödja studenters lärande.

"Educators need to ensure that AI systems they are using are reliable, fair, safe, and trustworthy and that the management of educational data is secure, protects the privacy of individuals, and is used for the common good" (Ethical Guidelines on the Use of Artificial Intelligence and Data in Teaching and Learning for Educators, European Commission, 2022).

“Empowering teachers’ human-accountable use of AI: The ethical and legal responsibilities for designing and using AI should be attributed to individuals. In the specific context of AI competencies for teachers, this human-accountable principle implies that AI tools should not replace the legitimate accountability of teachers in education. Teachers should remain accountable for pedagogical decisions in the use of AI in teaching and in facilitating its uses by students. For teachers to be accountable at the practical level, a pre-condition is that policy-makers, teacher education institutions and schools assume responsibility for preparing and supporting teachers in the proper use of AI.” (UNESCO, AI Competency Framework for Teachers, 2024)

“Member States should encourage research initiatives on the responsible and ethical use of AI technologies in teaching, teacher training and e-learning, among other issues, to enhance opportunities and mitigate the challenges and risks involved in this area. The initiatives should be accompanied by an adequate assessment of the quality of education and impact on students and teachers of the use of AI technologies. Member States should also ensure that AI technologies empower students and teachers and enhance their experience, bearing in mind that relational and social aspects and the value of traditional forms of education are vital in teacher-student and student-student relationships and should be considered when discussing the adoption of AI technologies in education. AI systems used in learning should be subject to strict requirements when it comes to the monitoring, assessment of abilities, or prediction of the learners’ behaviours. AI should support the learning process without reducing cognitive abilities and without extracting sensitive information, in compliance with relevant personal data protection standards.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

Studenter bör engagera sig i AI som ett verktyg för att berika sin inlärning, utan att kompromissa med deras personliga handlingsfrihet eller ansvar. Även om AI kan föreslå personliga inlärningsvägar, uppmuntras studenter att förbli aktiva i sin inlärningsresa och fatta välgrundade val. Studenter förväntas också undvika beroende av AI-verktyg och säkerställa att de utvecklar sina egna färdigheter och kompetenser och bidrar meningsfullt till sin utbildning genom självständig ansträngning och kritiskt tänkande. Det är viktigt att följa instruktionerna för uppgifter och tentor eftersom inlärningen du upplever i kurser är utformad på specifika sätt.

“AI-related teaching and learning should serve to build core AI competencies that allow students to accommodate new knowledge, as well as adapt to solving problems in new contexts with novel AI technologies. First and foremost, these core competencies must include values associated with an ethical and human-centred mindset. … The competencies also reflect the need to understand controversies surrounding AI and the key ethical principles that guide regulation, as well as foster practical skills to combat bias, protect privacy, promote transparency and accountability, and adopt an ethics-by-design approach to the co-creation of AI. … These core competencies constitute the foundation for further learning and more specialized use of AI in further education, work and life.” (UNESCO, AI Competency Framework for Students, 2024)

Chefer och administratörer bör välja och implementera AI-verktyg som stärker både personal och studenter och förbättrar snarare än undergräver deras roller. Policyerna bör prioritera AI-system som stöder akademiska och administrativa uppgifter utan att urholka mänskligt beslutsfattande.

“Empowering teachers’ human-accountable use of AI: The ethical and legal responsibilities for designing and using AI should be attributed to individuals. In the specific context of AI competencies for teachers, this human-accountable principle implies that AI tools should not replace the legitimate accountability of teachers in education. Teachers should remain accountable for pedagogical decisions in the use of AI in teaching and in facilitating its uses by students. For teachers to be accountable at the practical level, a pre-condition is that policy-makers, teacher education institutions and schools assume responsibility for preparing and supporting teachers in the proper use of AI.” (UNESCO, AI Competency Framework for Teachers, 2024)

“Member States should encourage research initiatives on the responsible and ethical use of AI technologies in teaching, teacher training and e-learning, among other issues, to enhance opportunities and mitigate the challenges and risks involved in this area. The initiatives should be accompanied by an adequate assessment of the quality of education and impact on students and teachers of the use of AI technologies. Member States should also ensure that AI technologies empower students and teachers and enhance their experience, bearing in mind that relational and social aspects and the value of traditional forms of education are vital in teacher-student and student-student relationships and should be considered when discussing the adoption of AI technologies in education. AI systems used in learning should be subject to strict requirements when it comes to the monitoring, assessment of abilities, or prediction of the learners’ behaviours. AI should support the learning process without reducing cognitive abilities and without extracting sensitive information, in compliance with relevant personal data protection standards.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

Personal inom alla områden uppmuntras att se AI som ett stödjande verktyg som kompletterar deras arbete. AI kan hjälpa till med administrativa och akademiska uppgifter, men personal bör fortsätta att utöva professionell bedömning och undvika överförlitlighet på AI.

Forskare bör använda AI-verktyg för att öka sin forskningsförmåga utan att bli alltför beroende av dem.

“Generative AI may create possibilities and risks that can be hardly anticipated… Researchers maintain a critical approach to using the output produced by generative AI and are aware of the tools’ limitations” (Living Guidelines on the Responsible Use of Generative AI, 2024)

“AI systems should serve as tools for people, with the ultimate aim of increasing human well-being” (UNESCO, Recommendation on Ethics of AI, 2022)

Lärare kan använda AI-verktyg för att utforska nya undervisningsmetoder, analysera studenters resultat och förfina undervisningsstrategier. Kontinuerligt förbättringsarbete hjälper dig att anpassa undervisningen till studenternas behov vilket stärker möjligheter till lärande.

"Offentliga sektorns innovationsprojekt där AI-verktyg anpassas och används, och där kompetensförbättring äger rum, kan ha en betydande inverkan på verksamhetens effektivitet och kvalitet" (Näringsdepartementet, Nationell inriktning för artificiell intelligens, 2018).

"Given the novel ethical issues triggered by AI and the potentially transformative opportunities AI may provide, it is crucial to equip teachers with the human-centred mindset, ethical behaviours, conceptual knowledge and application skills needed to make use of AI to enhance students’ learning and their own professional development" (UNESCO, AI Competency Framework for Teachers, 2024).

Studenter drar nytta av AI-drivna innovationer som introducerar nya inlärningsverktyg, personliga resurser och adaptiva tekniker, vilket möjliggör en anpassad och engagerande utbildningsupplevelse. Studenter uppmuntras att aktivt utnyttja dessa resurser för att förbättra sina inlärningsresultat. Dessutom förväntas studenter delta i sin inlärningsprocess proaktivt och utforska innovativa lösningar samtidigt som de följer högskolans policyer om ansvarsfull AI-användning. Kort sagt: prova nya verktyg, men följ alltid reglerna.

"Offentliga sektorns innovationsprojekt där AI-verktyg anpassas och används, och där kompetensförbättring äger rum, kan ha en betydande inverkan på verksamhetens effektivitet och kvalitet" (Näringsdepartementet, Nationell inriktning för artificiell intelligens, 2018).

Chefer och administratörer bör skapa en miljö som stödjer AI-driven innovation och säkerställer tillgång till resurser och utbildning som utforskar AI:s potential att förbättra institutionella verksamheter, undervisningskvalitet och forskningskapacitet.

"Sverige behöver pilotprojekt, testbäddar och miljöer för utveckling av AI-applikationer inom den offentliga och privata sektorn, som kan bidra till att användningen av AI utvecklas på ett säkert och ansvarsfullt sätt. Sverige behöver fortsätta utveckla insatser för att förebygga och hantera riskerna med AI. Sverige behöver utveckla partnerskap och samarbeten om användningen av AI-applikationer med andra länder, särskilt inom EU." (Näringsdepartementet, Nationell inriktning för artificiell intelligens, 2018).

"De potentiella fördelarna med AI kan vara enorma i både den privata och offentliga sektorn, även om det är svårt att kvantifiera dem idag. Offentliga sektorns innovationsprojekt där AI-verktyg anpassas och används, och där kompetensförbättring äger rum, kan ha en betydande inverkan på verksamhetens effektivitet och kvalitet" (Näringsdepartementet, Nationell inriktning för artificiell intelligens, 2018).

Personal uppmuntras att använda AI för att effektivisera verksamheter, förbättra administrativ effektivitet och stödja akademisk personal. AI-innovationer tillåter personal att förbättra arbetsflöden och bidra till en framåtblickande utbildningsmiljö.

"De potentiella fördelarna med AI kan vara enorma i både den privata och offentliga sektorn, även om det är svårt att kvantifiera dem idag. Offentliga sektorns innovationsprojekt där AI-verktyg anpassas och används, och där kompetensförbättring äger rum, kan ha en betydande inverkan på verksamhetens effektivitet och kvalitet" (Näringsdepartementet, Nationell inriktning för artificiell intelligens, 2018).

Forskare kan utnyttja AI för att påskynda upptäckter, analysera komplexa dataset och utforska innovativa metoder. Kontinuerlig förbättring av AI-verktyg säkerställer att forskningen ligger i framkant av akademisk excellens och samhällelig påverkan.

"This Regulation should support innovation, respect freedom of science, and not undermine research and development activity" (AI Act, Recital 25).

"AI has great potential for accelerating scientific discovery and improving the effectiveness and pace of research" (Living Guidelines on the Responsible Use of Generative AI, 2024).

Lärare kan bidra till hållbarhet genom att använda AI-verktyg som är resurseffektiva och genom att uppmuntra digitala lösningar som minskar pappersanvändningen och därmed minskar det ekologiska fotavtrycket av utbildningsverksamhet.

“In line with the principles of fairness and prevention of harm, the broader society, other sentient beings and the environment should be also considered as stakeholders throughout the AI system’s life cycle. Sustainability and ecological responsibility of AI systems should be encouraged, and research should be fostered into AI solutions addressing areas of global concern, such as for instance the Sustainable Development Goals. Ideally, AI systems should be used to benefit all human beings, including future generations.” (Ethics Guidelines for Trustworthy AI, 2019)

“Sustainable and environmentally friendly AI. AI systems promise to help tackling some of the most pressing societal concerns, yet it must be ensured that this occurs in the most environmentally friendly way possible.” (Ethics Guidelines for Trustworthy AI, 2019)

“Social impact. Ubiquitous exposure to social AI systems in all areas of our lives (be it in education, work, care or entertainment) may alter our conception of social agency, or impact our social relationships and attachment. While AI systems can be used to enhance social skills, they can equally contribute to their deterioration. This could also affect people’s physical and mental wellbeing. The effects of these systems must therefore be carefully monitored and considered.” (Ethics Guidelines for Trustworthy AI, 2019)

“Awareness of efficient prompting and AI literacy can lead to less resources being used. All actors involved in the life cycle of AI systems must comply with applicable international law and domestic legislation, standards and practices, such as precaution, designed for environmental and ecosystem protection and restoration, and sustainable development. They should reduce the environmental impact of AI systems, including but not limited to its carbon footprint, to ensure the minimization of climate change and environmental risk factors, and prevent the unsustainable exploitation, use and transformation of natural resources contributing to the deterioration of the environment and the degradation of ecosystems.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

Studenter drar nytta av ett fokus på hållbarhet inom AI genom att engagera sig i miljövänliga metoder och öka sin medvetenhet om de miljömässiga konsekvenserna av digital teknik. Studenter uppmuntras att använda digitala resurser ansvarsfullt och att prioritera miljövänliga metoder i sina studier. De förväntas också anta hållbara vanor, såsom att minimera resursavfall och stödja högskolans insatser för att minska sin miljöpåverkan. Att använda AI-verktyg kan ha en oavsiktlig effekt på vår miljö.

“Awareness of efficient prompting and AI literacy can lead to less resources being used. All actors involved in the life cycle of AI systems must comply with applicable international law and domestic legislation, standards and practices, such as precaution, designed for environmental and ecosystem protection and restoration, and sustainable development. They should reduce the environmental impact of AI systems, including but not limited to its carbon footprint, to ensure the minimization of climate change and environmental risk factors, and prevent the unsustainable exploitation, use and transformation of natural resources contributing to the deterioration of the environment and the degradation of ecosystems.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

Chefer och administratörer bör implementera policyer som prioriterar hållbar AI-användning, såsom att välja energieffektiva system och främja miljövänliga metoder över hela institutionen för att bidra till att minska den totala miljöpåverkan.

“Awareness of efficient prompting and AI literacy can lead to less resources being used. All actors involved in the life cycle of AI systems must comply with applicable international law and domestic legislation, standards and practices, such as precaution, designed for environmental and ecosystem protection and restoration, and sustainable development. They should reduce the environmental impact of AI systems, including but not limited to its carbon footprint, to ensure the minimization of climate change and environmental risk factors, and prevent the unsustainable exploitation, use and transformation of natural resources contributing to the deterioration of the environment and the degradation of ecosystems.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

Personal uppmuntras att använda AI och andra digitala verktyg på sätt som främjar hållbarhet. Genom att anta energieffektiva tekniker och minimera onödigt avfall bidrar personal till högskolans engagemang för miljöansvar.

“Awareness of efficient prompting and AI literacy can lead to less resources being used. All actors involved in the life cycle of AI systems must comply with applicable international law and domestic legislation, standards and practices, such as precaution, designed for environmental and ecosystem protection and restoration, and sustainable development. They should reduce the environmental impact of AI systems, including but not limited to its carbon footprint, to ensure the minimization of climate change and environmental risk factors, and prevent the unsustainable exploitation, use and transformation of natural resources contributing to the deterioration of the environment and the degradation of ecosystems.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

Forskare bör säkerställa att AI-metoder och verktyg är optimerade för energieffektivitet och hållbarhet samtidigt som innovation balanseras med ekologiskt ansvar. AI-driven forskning bör syfta till att bidra positivt till miljöutmaningar och hållbarhetsmål.

“Awareness of efficient prompting and AI literacy can lead to less resources being used. All actors involved in the life cycle of AI systems must comply with applicable international law and domestic legislation, standards and practices, such as precaution, designed for environmental and ecosystem protection and restoration, and sustainable development. They should reduce the environmental impact of AI systems, including but not limited to its carbon footprint, to ensure the minimization of climate change and environmental risk factors, and prevent the unsustainable exploitation, use and transformation of natural resources contributing to the deterioration of the environment and the degradation of ecosystems.” (UNESCO, Recommendation on the Ethics of Artificial Intelligence, 2022)

“Sustainability and ecological responsibility of AI systems should be encouraged, and research should be fostered into AI solutions addressing areas of global concern, such as the Sustainable Development Goals” (Ethics Guidelines for Trustworthy AI, 2019)

“The system’s development, deployment and use process, as well as its entire supply chain, should be assessed… Measures securing the environmental friendliness of AI systems’ entire supply chain should be encouraged” (Ethics Guidelines for Trustworthy AI, 2019)