RSS 1.0Educational collections
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Informe diagnóstico sobre la situación de la gestión ética en las IES de El Salvador2024El presente informe se enmarca en el proyecto “INTEGRACIÓN DE LA ÉTICA EN EL SISTEMA NACIONAL DE EDUCACIÓN SUPERIOR DE El SALVADOR”, que es fruto del un acuerdo entre la Dirección Nacional de Educación Superior de El Salvador (DNES), Globethics (GE), la Universidad Salvadoreña Alberto Masferrer (USAM) y la Universidad Evangélica de El Salvador (UEES).
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Education alternative et non formelle au NigerÀ l’instar des autres pays de l’Afrique-subsaharienne, le Niger est confronté à la tâche de scolariser l’ensemble des enfants et des jeunes en leur offrant des opportunités pertinentes d’apprentissage. Toutefois, le modèle scolaire nigérien montre des signes d’essoufflement et est actuellement incapable de relever ce défi. D’où la nécessité d’autres pistes d’éducation et de formation. Au lieu d’un choix par défaut de la formation scolaire, nous avons avec l’éducation alternative et non-formelle une opportunité de repenser l’éducation dans une perspective africaine et culturellement appropriée. Ce livre réunit les textes d’auteurs qui exposent les potentialités de ce modèle d’éducation, au moyen de différents concepts clefs ainsi que leurs fondements théoriques et pratiques. Résultat d’un travail collectif mené par des chercheurs de plusieurs horizons, le projet est soutenu par Fondazione Vittorino Chizzolini (Italy), L’École normale supérieure (ENS, Niger) et l’Université de Genève (UNIGE, Suisse).
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Navigating the future of higher education with AI : 2024 ICDE Leadership Summit policy dialogue reportThis policy report is the outcome of the ICDE leadership Summit hosted by Globethics in Geneva, from 5 to 7 June 2024, in partnership with UNESCO ICHEI, under the title: Ethical Leadership in the Age of AI: Rethinking Futures of Education. Throughout the three days, 126 participants and 60 speakers from 35 countries contributed to enriching the reflection, from theoretical and practical perspectives, about the future of higher education in the fourth industrial revolution era. The report aims at capturing the outcomes from the presentations and discussions and presents them under five titles: 1) Ethical Implications of AI in Higher Education, 2) A Culture of Innovation, 3) Equitable Leadership, 4) Social Justice, and 5) Future Praxis. Hence, the report aims to be “an accessible tool to shine a light on some of the key challenges and opportunities that are before us,” ensuring a critical engagement with AI in educational spaces, that fosters accessibility, equity, and quality.
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Ethics in higher education for better lives and societies : governance, cyber ethics and sustainability = Ética na educação superior para melhores vidas e sociedades : governança, ética cibernética e sustentabilidadeWithin this collaborative endeavour between Globethics and the Pontifícia Universidade Católica do Paraná, a distinguished group of twenty-one ethicists and specialists from eight diverse countries convene to deliberate on the intricate ethical dilemmas in higher education. Immersed in a profound exploration, they meticulously examine the internal methodologies and external impacts orchestrated within the academic sphere, placing a keen emphasis on the fundamental principles, varied perceptions, and consequential actions that support these deliberations. Through this comprehensive work, a triad of pivotal themes rises and facilitates sharing best practices globally: ethical governance, the intricacies of cyberethics - particularly concerning generative artificial intelligence - and the imperative of sustainability in promoting actions and fostering academic contributions for the responsible use of water and mitigation of climate change.
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Fissures in educationThis monograph is located in an uncomfortable place: at an intersection. What I mean is that the roadmap of India’s educational system is at a crossroad. It is cornered at a junction where the traffic lights all of a sudden goes off, and what we see is only the amber keep flickering. Those on four, three and two wheels are totally dismayed and do not know how to navigate, because the road traffic has gone hay way and is in total pandemonium. However, I have used ‘traffic lights’ at a junction as an analogy to explain the maze of lacunas that our system of education is facing and thus being explained in succinct ways as fissures. (Foreword, p. 5)
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Repenser nos futurs ensemble : identité, diversité et droit à l'éducationIdentity is an integral part of all international documents that refer to the right to education, including the UNESCO Universal Declaration on Cultural Diversity, which states: "All persons are entitled to quality education and training that fully respect their cultural identity." (Art. 5) The publication reflects on the question of identity in the realization of the right to education and thereby aims at advancing the debate launched by UNESCO with the document "Rethinking our futures together - A new social contract for education". Among the distinguished authors, we count Gwang-Chol Chang (Chief of Education Policy Section, UNESCO), Enrico Letta (Former Prime Minister of Italy), and Kishore Singh (Former UN Special Rapporteur on the Right to Education).
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Educación aumentada : desafíos de la educación en la era de la inteligencia artificialLa educación transita tiempos de ebullición. Las plataformas adaptativas, la inteligencia artificial generativa, los simuladores de realidad aumentada y los modelos predictivos, entre otras muchas innovaciones, ponen en crisis a escuelas, institutos superiores y universidades. Una vez más, aflora la pregunta sobre el sentido de la educación tradicional. Los más progresistas auguran el fin de la docencia tal como la conocemos, o su reconversión según el formato del instructor para el uso de plataformas y dispositivos digitales. En el otro extremo, voces más conservadoras se resisten a la transformación digital profunda y promueven la asimilación de novedades tecnológicas para ajustarlas a la liturgia educativa tradicional. Este libro propone superar esta dicotomía estéril.Describe un modelo de educación aumentada basado en la hibridación no sustitutiva entre tecnología y docencia; un modelo que potencia lo irremplazable de la educación personalizada mediante el efecto amplificador de las innovaciones tecnológicas.
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Ambivalence comme pari créatif : réflexions sur un modèle d’édition académique lié au développementLe rôle d’un éditeur de travaux académiques n’est pas simple. Il l’est encore moins lorsque l’aide au développement des pays du Sud devient une condition habituelle de cette activité. Devenant un engagement éditorial ambivalent, car orienté vers deux objectifs distincts : la qualité académique et l’aide au développement, l’éditeur espère tirer le meilleur parti d’outils et de réseaux en ligne pour répondre au défi. Si certains travaux universitaires échouent à être édités, qu’ils ne reçoivent pas toujours l’attention nécessaire, et posent la question si notre époque ne vit pas une crise du mentorat, cela ne veut pas dire qu’il n’y a pas de solution. L’éditeur ne peut pas entièrement compenser la faiblesse d’un travail de recherche qui lui est proposé, mais il devrait chercher à faire un investissement créatif dans l’œuvre. Nous montrons les succès et limites de cet engagement.
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Climate change in higher education : a curriculum topography approachLearning about climate change is widely recognised as an important outcome for higher education students. However, there is uncertainty as to the best way to incorporate issues of climate into the curriculum, whether as a stand-alone module, through infusion across courses, through interdisciplinary provision, or informal activities. Furthermore, there is resistance in some quarters to introduction of this content, on account of the contested values involved, the overcrowding of the syllabus, and lack of specialist experience. This paper addresses the arguments for including climate change in the higher education curriculum, assessing the different forms of learning needed by citizens and professionals, the role of the university as institution, and the different potential forms of integration. The paper puts forward a proposal for a topography approach, one that sees the role of the university not as teaching climate change, but as curating a diverse environment of learning experiences. The proposed framework sees learning as being distributed across three spaces (classroom, campus and community) and characterised by features of access (availability, voluntariness and continuity), ownership (agency, malleability and certification) and connection (embeddedness, application, disciplinarity, transmodality, collaboration and experientiality). While universities will display diverse topographies depending on their contextual characteristics, there are important normative considerations which must be taken into account, namely: building on students’ existing knowledge, criticality, non-coercion and epistemic pluralism.
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AI ethics and higher education : good practice and guidance for educators, learners, and institutionsArtificial intelligence (AI) is exerting unprecedented pressure on the global higher educational landscape in transforming recruitment processes, subverting traditional pedagogy, and creating new research and institutional opportunities. These technologies require contextual and global ethical analysis so that they may be developed and deployed in higher education in just and responsible ways. To-date, these efforts have been largely focused on small parts of the educational environments leaving most of the world out of an essential contribution. This volume acts as a corrective to this and contributes to the building of competencies in ethics education and to broader, global debates about how AI will transform various facets of our lives, not the least of which is higher education.
