1,3c, How are providers and settings ensuring the safe and ethical use of AI, particularly for individuals who may be at greater risk of harm or bias?
Background
The rapid integration of AI and digital tools into learning and care environments offers opportunities for personalised support and innovation, but it also raises questions about safety and ethics, and the reliability of information. At the same time, online harms, from misinformation to reinforcing stereotypes, are prevalent. This underscores the need for robust digital literacy skills that allows learners to navigate digital spaces safely. It is essential to understand how these factors interact, and their implications for teaching, learning and safeguarding, to make sure that education and care systems prepare children and young people for a digital future while protecting their wellbeing.
AI is beginning to influence practice across schools, further education and skills, early years, and social care settings. It offers potential benefits such as personalised learning, administrative efficiency, and enhanced safeguarding. However, we need to understand more about how education providers and social care settings are using AI, and what factors enable or hinder its effective implementation.
Next steps
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Topics
Related UKRI funded projects
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CHAILD - Children's Agency In the age of AI: Leveraging InterDisciplinarity
In today's rapidly changing digital world, children's lives are intricately intertwined with Artificial Intelligence (AI) systems, permeating their experiences through various platforms like connected toys, apps, voice a...
Funded by: UKRI CRCRM
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Why might this be relevant?
The project specifically focuses on fostering children's digital autonomy and resilience in the age of AI, addressing safety and ethical concerns for individuals at greater risk.
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Towards Embedding Responsible AI in the School System: Co-Creation with Young People
Recent advances in Generative Artificial Intelligence (GenAI) have the potential to transform education, from reactive tweaks in assessment practices to fundamental philosophical debates about what we should value in the...
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Lead research organisation: University of Edinburgh
Why might this be relevant?
The project involves co-creation with young people to embed responsible AI in the school system, addressing safety and ethical concerns for individuals at greater risk.
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Enabling a Responsible AI Ecosystem
Problem Space: There is now a broad base of research in AI ethics, policy and law that can inform and guide efforts to construct a Responsible AI (R-AI) ecosystem, but three gaps must be bridged before this is achieved: ...
Funded by: AHRC
Lead research organisation: University of Edinburgh
Why might this be relevant?
The project focuses on developing a UK-wide infrastructure for responsible AI, which indirectly relates to ensuring safe and ethical use of AI for individuals at greater risk.