YCIG & DTC: Future of Education and Work with advancing tech & internet

Summary

This session, co-hosted by the Dynamic Team Coalition and Youth Coalition on Internet Governance, focused on addressing the evolving demands on education and workforce shaped by AI, quantum computing, blockchain, and robotics. Participants discussed the challenges and opportunities presented by these technologies, particularly in the context of the Global South and marginalized communities.

Key points included the need for innovative educational strategies that incorporate AI and emerging technologies into curricula, while also addressing digital divides and ensuring ethical use. Speakers emphasized the importance of adapting education systems to prepare students for a rapidly changing job market, with a focus on critical thinking, problem-solving, and ethical considerations in technology use.

The discussion highlighted the complexities of implementing AI in education, including concerns about over-reliance on AI tools and the need for proper guidance on their use. Participants stressed the importance of inclusive design in educational technology and the need to consider diverse perspectives, including those of indigenous communities.

Several speakers addressed the need for regulations and ethical guidelines for AI use in education and the workforce. They emphasized the importance of involving multiple stakeholders, including students, educators, and policymakers, in developing these frameworks.

The session also touched on the challenges of digital exclusion in the Global South and the need for policies that ensure both technological inclusion and high-quality education. Participants called for more research into local needs and contexts to inform policy development.

In conclusion, the discussion underscored the need for collaborative action among various stakeholders to navigate the complex landscape of AI and education, with a focus on creating inclusive, ethical, and effective strategies for preparing youth for the future workforce.

Keypoints

Major discussion points:

– The need to adapt education systems and curricula to prepare students for AI and emerging technologies

– Challenges of digital divides and unequal access to technology, especially in the Global South

– Importance of teaching ethical use of AI and technology, not just technical skills

– Balancing technology use with human interaction and social skills

– Need for regulations and policies to guide ethical AI use in education and workforce

Overall purpose:

The goal of this discussion was to explore how education systems and workforce development need to evolve to address the rapid advancement of AI and other emerging technologies, while considering challenges like digital divides and ethical concerns.

Tone:

The tone was largely collaborative and solution-oriented, with participants building on each other’s ideas. There was a sense of urgency about the need to adapt education systems quickly. The tone became more nuanced as the discussion progressed, with increased focus on challenges faced by marginalized groups and the Global South.

Speakers

– Marko Paloski: Moderator

– Ananda Gautam: Coordinator for Asia-Pacific region from the Youth Coalition on Internet Governance

– Mohammed Kamran: Advocate from Pakistan, co-coordinator

– Marcela Canto: Representative of the Youth Brazilian Delegation

– Ethan Chung: Youth Ambassador of the Mampa Foundation from Hong Kong

– Umut Pajaro: Teacher at university and high school

– Denise Leal: From the Youth Coalition, Latin American Caribbean region

Additional speakers:

– Nirvana Lima: Facilitator and participant of Youth Programme Brazil

– Sasha: Student at University of Prince Edward Island

Revised Summary: AI, Education, and the Future Workforce

Introduction

This session, co-hosted by the Dynamic Team Coalition and Youth Coalition on Internet Governance, addressed the evolving demands on education and workforce shaped by emerging technologies, particularly AI and robotics. The discussion brought together speakers from diverse backgrounds to explore challenges and opportunities presented by these technologies, with a focus on the Global South and marginalized communities.

Key Discussion Points

1. Adapting Education Systems to AI and Emerging Technologies

Speakers agreed on the urgent need to adapt education systems for a rapidly changing technological landscape. Umut Pajaro emphasized interdisciplinary and project-based learning approaches, as well as teaching critical thinking and problem-solving skills. The discussion highlighted innovative educational strategies incorporating AI into curricula while balancing technology use with human interaction.

2. Digital Divides and Unequal Access

Ananda Gautam raised concerns about the digital divide, particularly in the Global South. Marcela Canto provided a perspective on technological colonialism, stating, “We are now experiencing a new configuration of colonialism. While the global north has large technology companies that employ CEOs and software engineers, we in the south are left with the worst jobs.” Gautam also noted the progression from digital divide to AI divide and highlighted the importance of community networks in providing internet access to underserved regions.

3. Ethical Use of AI and Technology in Education

Mohammed Kamran and Ethan Chung emphasized the need for digital literacy and proper use of AI tools. Kamran advocated for government regulations, while Chung focused on the lack of ethical guidelines for AI use in education. Umut Pajaro suggested involving students in creating rules for AI use, highlighting the need for diverse perspectives in policy-making.

4. Language Accessibility and Cultural Sensitivity

Denise Leal discussed the importance of language accessibility in digital education, referencing the UFLAC IGF session. Umut Pajaro raised points about addressing language barriers for indigenous populations, emphasizing cultural sensitivity and self-determination in technology adoption.

5. Challenges in AI-Assisted Learning

Mohammed Kamran discussed the challenges of detecting AI-generated homework and the need for more experience-based assignments. Ethan Chung elaborated on the proper use of AI in education and assessments, suggesting a balance between AI-assisted research and original thought.

6. Technology Overuse and Digital Detox

Ananda Gautam raised concerns about the overuse of technology and the need for digital detox, emphasizing the importance of maintaining a balance between digital and non-digital experiences in education.

7. Future of Work and AI Impact

Marko Paloski highlighted the risk of job losses due to automation, underscoring the importance of preparing students for a rapidly changing job market with a focus on critical thinking and problem-solving skills.

Proposed Solutions and Action Items

1. Include more debates about education and involve educators in future IGF discussions

2. Create standards for appropriate use of AI and technology in education

3. Implement project-based assessments that require original thought alongside AI-assisted research

4. Develop guidelines for AI use in education alongside formal regulations

5. Balance technology integration with preservation of traditional teaching methods and social interaction

6. Connect different UN spaces and regulations related to technology and internet governance

7. Promote community networks to improve internet access in underserved regions

Conclusion

The discussion emphasized the need for collaborative action among stakeholders to navigate the complex landscape of AI and education. It highlighted the importance of creating inclusive, ethical, and effective strategies for preparing youth for the future workforce while addressing challenges such as digital divides, ethical concerns, and cultural sensitivities. The session stressed a holistic approach considering technical skills, critical thinking, and the preservation of diverse cultural perspectives in the evolving digital landscape.

The Youth Coalition election registration was briefly mentioned at the end of the session, encouraging youth participation in internet governance.

Marko Paloski: So, let me, hello everyone and welcome to our session, the, just a second, to our session I think that also online participants can hear us, yes, so this session is co-hosted by the Dynamic Team Coalition and the Youth Coalition on Internet Governance with a will to address the evolving demands on the workflows, workforce shaped by the AI quantum computing and blockchain infrastructures and robotics. The focus will be on identifying innovative educational strategies and career paths that adapt to these, to adapt to nowadays technologies. Participants will discuss interdisciplinary learning, project-based models, micro-credentials, tech appreciations, lifelong learning platforms and language divide, also gender divide, aiming to align educational and professional development with the future technological landscapes. This session is a roundtable session, so we’ll guide the dialogue on educational systems and employment, also going through the digital divide and the existing gaps in the countries that have less access to digital literacy, empowerment and infrastructure. According to UNESCO, around 3.6 billion people worldwide still lack reliable internet access and in the developing countries, access to digital literacy and infrastructure is limited. By the ITU reports, only 19% of the individuals in the least developed countries use the internet, compared to 87% in the developed countries. There is no longer a clear pathway to success through education. A report by the MC Kinsey Global Institute suggests that by 2030, up to 800 million jobs worldwide could be lost to automation, representing one-fifth of the global workforce. As the youth and the team dynamic coalition on and internet governance. We see as a part of our responsibility to promote this dialogue on the perspective of education and future consideration the advancements of the technology and the internet. With this, I want to give the floor now to participants. First, I will go with the on-site participants, and then on the online participants. Give the floor to give introduction and why their statement is very important here in this panel, and also to give us answer on what are their personal views on the current situation of education and employment, especially on the topic of the youth. I mean, this is the panel for the youth, but we can also cover other areas. But here, this question is to the topic on the youth. I would give the first question to Ananda Gautam to introduce himself and try to answer his personal point of view.

Amanda Gautam: Thank you, Marco, for inviting me here. And I think I’m audible, right?

Marko Paloski: Yes.

Amanda Gautam: OK, cool. So my name is Ananda Gautam. I’m from Nepal. So I’m also coordinator for the Asia-Pacific region from the Youth Coalition on Internet Governance. I lead various other youth initiatives in global, regional, and national level. So my major engagement is capacity building of young people. So as Marco said, the challenges of education and young people, so we are in a very kind of situation where a lot of digitization has happened. I can reflect when I think if someone is from the 90s, like we can say, the Gen Z has been so much kind of like in the digitized world. We were not that much connected, because we grew up with the technology, I believe. In the 90s, the technology was just thriving on the public sector. It was the 70s when the technology got into its footsteps, but in the 90s it was in thriving situation and we got to experience the development of technology with the development of our livelihood. We saw the offline part of the world as well, but now if there is no internet, I think we barely use our electronic devices. But nowadays there used to be electronic devices without internet as well, and they were used for purposes, and then before that there were typewriters and other things. And coming today, now we are in the kind of like, we used to talk about digital divide and now we are in the age where we talk about AI divide. So this is kind of situation, but still there’s a very kind of situation where we need to separate global north and global south because we have existing traditional gaps as well. We have literacy gaps, we have digital gaps, and we have AI gap. You need to have first literacy and then you need to have digital access, and then you can have access to AI and other emerging technologies, but we have all the three gaps. But today’s young people have chances to thrive with all the technologies and they have literacy, they have access, they have access to AI technologies and other emerging technologies as well. So the point here is how do we actually segregate or how do we separate what is the maximum limit that we can use the technology, or are we leveraging technology for good, or are these technologies always useful, are there any threats while teens and young people are using the internet, along with the opportunities that it provides, we are seeing so much threats. that are now aided by AI and all kinds of things. Another thing relating to education is now we are using generative AI and we believe that some children and young people might believe that the content generated by the generative AI applications is legitimate. That is another issue because people don’t know what legitimate or what is the originality of the content, people might not know. So we need that kind of literacy now. It is not like we need to regulate or we need to ban those kind of users but we need to teach people how they can leverage this internet and other aided technologies like AI and there might be another technology sooner, they need to be taught or we need to have capacity building, digital literacy programs that enables them to properly utilize this technology. I’ll stop here for the first round and I think we’ll be definitely going for the second round. Thank you.

Marko Paloski: Thank you, Ananda. You point out very important topics. I mean, there is not just digital divide but only digital literacy. There is also other divide, gender gap, which are very important, especially in the youth, as you mentioned, we are coming or raising now with those kind of technologies every day but still it’s a good thing and also other points which we’re gonna come back later with the questions. Now I will give the floor to Mohammed Kamran to introduce himself and give some personal state on the current situation.

Mohammed kamran: Thank you, Marco. It is not less than an honor for me. So hello guys, everyone. Mohammed Kamran from Pakistan. I’m advocate, I’m practicing in my own province right now. Also I’m with as a co-coordinator and apart from that I am with other organizations but no need to mention. and all of that. I agree with coming back to the point that how we see from Pakistan. Like, I’ll talk about my own country because I belong to Pakistan. So how we see all of this situation, how we see what is happening around, I totally agree with my brother, with my friend, that the shift from digital world, digital computers to the AI computers was too fast. We couldn’t see that coming. And all the teachers, students, and the parents, we are really confused how to deal with them and how to tackle the situation. Like, most of the teachers nowadays in the institutions that I know, they’re detecting the AI homeworks. Like, the students that have done homeworks with the AI, they are busy in detecting such homeworks. They do not know if it is useful if students are using AI. I’ll just give you, like, I won’t go to the explanations, which we’ll be talking in a while. Two, we lack literacy. And by literacy, I mean that students, they are trying to use AI, but they do not know the limits. And who are the ones who are teaching the limits? The adults again. So I think we have to start from the adults. And from adults, we will move to the youth because youth are the future of the country. So first, we have to have some regulations about the AI, that what are the limits to which they are not dangerous. Because if we use a lot of AI, I think that is also going to be a bit dangerous. So we’ll talk about this in detail, inshallah, in a while. That was a brief talk about this in a while. Thank you, guys.

Marko Paloski: Thank you. Thank you, Mohamed. Yes, I mean, the future is AI. So I think we’re going to more, more, and more use AI. But we’re going to see later. if there is any what we can do about in the future, yes. Now I will give the floor to Marcella Canto, which is coming from Brazil, to introduce and give some personal statement on the current situation.

Marcella Canto: Thank you so much. So I’m from Brazil. I’m here representing the Youth Brazilian Delegation. And I’m from Rio de Janeiro, but not the city of Rio. I live in the state of Rio. And my city is called Sao Gonçalo, which is the second most populous city of the state of Rio de Janeiro, yet it remains a peripheral city. And I think we need to take like two or three steps behind to talk about education and digital education specifically, thinking about inequalities specifically of the global south. And especially when we are talking about public policies who will make change and make difference. But I will talk about this later in my presentation, so I will pass the mic.

Marko Paloski: For the introduction and on answering the question, now I will give the floor to Ethan Chung for the last on-site participants to introduce themselves and give a short statement.

Ethan Chung: Hi, guys. I’m Ethan Chung, and I’m a Youth Ambassador of the Mampa Foundation. I’m from Hong Kong. And I’m not actually working for a job, so I can only tell you guys a perspective for education and a perspective of how we are educated. So I think in order to be related to technology, the education system is not enough because we’re doing paperwork right now, and we’re writing papers on normal writing and comprehension things on papers. But I think that we should educate something that is related to AI or maybe other technologies. And the education system should actually educate us how to use the AI and how to use these technologies much harder, not only just how to use it. Because we all know how to use it, right? Check GPT, you just input the question and it gives you an answer. But how to use it correctly? How to use it better that it won’t be against the law? This is the key point and I think should be discussed later.

Marko Paloski: Yes. Thank you very much. Now I would go to the online participation. I would give the floor to Umut. Can we just, yeah.

Umut Pajaro: Hello everyone. Good morning from my side. Well, we see that these kind of technologies are a rapid advancement and have those like taking my surprise as someone you already say. And it’s actually revolutionizing the industry and redefining the skill that we need to try in the modern workplace and the education system. Well, this kind of transformation actually presents not only a challenge, but also opportunities for educational institution and individuals seeking to navigate this evolving evolution of the workplace. So in my personal opinion, I think that educational institution must adapt to these changes to adequately prepare the future workforce. And I hope that we explore a little more on that or during this conversation, especially in the educational strategies that we can adopt to adapt these technologies and examine the changes in career pathways or different workforce that we can have in the future.

Marko Paloski: Thank you. Umut, I will pass the floor to Denise.

Denise Leal: Hello everyone. I think you can hear me well. I am Denise. I’m the CEO of the company. And I’m here to talk to you about the future of education in the future. And I’m here to talk to you about the future of education in the future. And I’m here to talk to you about the future of education in the future. I am Denise Leal from the Youth Coalition. I am from Latin American Caribbean region. When we first started to think about this session, this Dynamic Coalition session, we were in a dialogue with the DTC, the Dynamic Team Coalition, and we were talking a lot about how the future is changing and how it’s changing right now, right in front of our eyes. And we have to think about the work and the education in a very innovative way. We cannot, we can’t anymore think about the education as traditional as we’ve always seen before. We need to adapt because future that is already here is asking for it. We’ve discussed a lot about many things during our meetings to come to this session and to have a dialogue on it, not only thinking about the youth view as the 18 and 35 years old youth view, but also for children and teens. What is it like to be a student in a classroom where you are studying a thing that you won’t use, considering that you actually will need to know about AI, about technology, about social media, and lots of other stuff that you are not learning in your class. So here we are today waiting for discussions on these topics and willing to hear you all. And I am super excited to talk about it. And I also will bring some aspects on marginalized people, global South and traditional people also. So, because we have to include them in the discussions and talk about them and also about infrastructure because. if we are talking about digital era education and work. We have also to consider that there are people excluded, there are people that don’t have access to internet, proper access to internet. So we have a lot to talk and now that I have presented myself I will give the word to you, Mirko, so we can continue the flow.

Marko Paloski: Thank you, Denis. Yes, I want to point also one thing that we discussed in the youth coalition between us that the youth coalition is from 18 to 30 and we represent the youth, but the youth sometimes it’s not just 18 from to 30. That’s why I think the teen dynamic coalition is very much needed because nowadays I’m, for example, 29 and when I was studying or going to primary school, high school, I was still using the technology, Facebook, I don’t know others, but it’s not the same like it’s now with the TikTok, with much more usage. I know my nephew is using the tablet sometimes too, he knows automatically, so it’s totally different viewpoint and sometimes even we are as a youth still cannot represent their, how can I say, issues, their challenges or what they are and how they are experiencing the technology. So that’s very important and this coalition should be established like dynamic teen coalition and get more and more involved to be also their voice heard. Okay, I will go now to one of the questions, I mean in the beginning Ananda mentioned that there are some more divide gaps, Karen also mentioned, Cameron, sorry, also mentioned that should also be education to the adults because they are the ones who are teaching the youth and sometimes the youth may know more than the adults. There we also had it, I think Umut mentioned that the institution get more involved, so I would ask the question, what is, I mean, with the current situation we see that more and more AI is evolving and other advanced technology like quantum computing, robotics, those kind of things, but there is a big demand of the workforce shaped by the AI. So my question here is, considering this, which innovative educational strategies could be used that we can adapt to these technologies? So in the future, but maybe not in the future, maybe in the present, because most of this technology, depending on the country, are already taking over. So what do you think is the innovative educational strategy that we should go with that one, or how should we come to that adapt or, I don’t know, approach, let’s say? I will get, I don’t know who first would want to answer you. Okay, Kamran.

Mohammed kamran: Yeah, so as I’ve mentioned earlier that the jump from the digital machines to the AI machines was too quick. I think we didn’t see that coming, but yeah, it is what it is. So first of all, I think some people, they see it like the strategy, we’re talking about the strategies, how we can face all of these things. So like there are three ways. Firstly, people would be mostly adults, because the youngsters, the youth are using AI more than the adults. It is their thing. So the adults, what they do is they flee from the situation, like they leave the situation and they go to some, we are not seeing it, so it’s not happening. Secondly is that they fight for it, like they fight against it, that, you know, you shouldn’t be doing this. As I’ve mentioned earlier that most of the adult teachers, they’re busy in detecting the homeworks that have been done by AI. I think that is also wrong, that is injustice. If a kid is able to solve his homework with the help of an AI, It is just another tool that is here to help us. As our vehicles are here, as other technologies are here, I think AI is also here to help us if we do not cross the dangerous limits. We’ll talk about that as well. But this is the second one. We shouldn’t be fighting it as well. Then what should we do about it? I think we should adopt to it. That let’s not flee from it, let’s not run from it, let’s not fight it either. Let’s adopt to it. Why don’t we adopt to it? Because this is the future. We cannot say that AI is not happening and I’m not going to allow that. That adults who say that, let’s do it the old-fashioned way. I think that is also wrong because if there is something, this is as if we would say that, let’s not go to that place by our vehicle. Let’s not use the aeroplanes. Why not to use horses? It is the same to me. No, they’re just listening. So yeah, using AI is not bad, but to a certain limit. So I think the strategy that we should adopt is the adaptation to the situation, adaptation to the AI, and also there should be some regulations that to what limit AI, and not only AI, but all the other technologies that you’ve mentioned earlier, of course. But as AI is the boss, we know that. So that is why I’m mentioning, I am referring to AI again and again. So yeah, we should have some regulations. We should have some limits. Like this is the limit. This is, but yeah, who’s like, then you’ll ask us, you’ll ask me that, who’s going to watch over a kid with an iPad? As Marco has mentioned, that our children, like our people, like the babies, they know how to use, how to turn on the Wi-Fi. They’d go to the YouTube, they’d search for the shark, so baby shark, yeah. I think all of you know that. So our kids, they do know about all these things. When we were kids, we didn’t even know how to turn on a mobile phone. Like we’d ask our parents to please open the snake game for us. We’d be playing the snake games. I don’t know if you guys have done that. But nowadays, kids have adopted it. And I think we shouldn’t stop their way, but we should teach them their limitations. Because if they exceed their limitations, their screen time increases. That is going to be a bit dangerous, because we do not want machines in the future. We want humans. We want them to have feelings. And we’ll be talking about the future strategies, inshallah. I have a point in that too, but all in good times. I’ll get back to that in that question. But now we are talking about the present strategies. So I think the biggest strategy, and to me, the simplest strategy, I’ll say this in very simple words, is the adaptation to the situation. We shouldn’t run from it. We should adapt to it. Because as it is said that, when we do the reconstruction of a house, let’s say that we are like the beautification or something like that. If we want beautification in this room, we’ll demolish one wall of the room only to reconstruct it in a better way. So I think if we do not run from the situation, let’s reconstruct it in a better way. Let’s do the beautification in it. Let’s beautify it. Let’s make it in another way. If this is not working, let’s do this in another way, in the modern way that is needed. So yeah, that’s from my side. Thank you, Marco.

Marko Paloski: Thank you for your deep answer, I would say. And thank you for pointing out that there are many, many more things that are included here. It’s not just one thing. And that the AI is… part of all that I mentioned, robotics, in every technology that we are using now, AI is a part, as you mentioned, AI is the main component or the boss. I would give the floor to Umut now, if he can share also some experience on this question, and then we’re going to revert on-site to someone.

Umut Pajaro: Okay, yeah. Well, in my case, I actually think on this question every day, because I’m not only a teacher in university, but also in high school, when actually I had teens from 13 to 18 and 17 using AI in my classroom. And besides thinking on ways, on how they are using it as a tool, I start to explain to them that most of the answers probably are not exactly correct. So I started to use the tool in a different way than everyone else. One of the things that I do is to put the actual tool into test in the classroom, so they actually can know exactly what are the limits of the tool inside of the classroom. So they actually can know the implication of using that technology by experience. So that’s one of the things that I think it should be incorporated in the curriculum when it comes to emerging technologies, is having to use the technology and the implication of that technology by experience. So the students are actually going to know beforehand in really early stages, as I do in my case because most of my students have 12 or 13 years, so they are really young. So from that age they are already starting to learn what are the implications of using that and what is the limit of using that. Another thing that I started to find out in my practice as a school teacher is that not only this hands-on experience or the real-world applications on air disposal, also the interdisciplinary approach to the use of these technologies is also really helpful because it gives them a more realistic way of understanding how these technologies can be used and how this technology can actually help them to improve their daily lives. Another thing that I would try to do in my classroom is actually create some critical thinking and problem solving. It’s to use this tool, the different tools, as a way to improve their analytical thinking and problem solving skills and try to give them some abilities to adapt to the new challenges. Another thing that I try to improve there is not to demonize or to be against these technologies in the classroom. I just wanted to understand that what is there actually could help them also to increase their creativity, increase their design thinking, and ability to generate solutions to new ideas. This could be the pinpoint to another solution or what the problem that they had. So that’s what I’m trying to do. And another thing that I use this kind of tools in the classroom, and I think it’s important to have it besides all the things I already said, is to understand that this tool could also have an important role of creating collaborative efforts inside a classroom and outside of the classroom. Because if you have this different kind of tools to resolve a problem in a real life context, you will actually have to work together and collaborate between peers. So that is important. That is an important ability, not only in our educational system, but for our life. When we’re going to start to work in some, I don’t know, some important entrepreneurship or something like that, we’re going to work with people and we’re going to collaborate together. So we need to adapt to have these technologies inside of the classroom, but thinking on the future of the workforce. Yeah, that would be all for my side now.

Marko Paloski: Thank you. Thank you very much, Umut, for sharing your experience from the other side, from the institution. Now I will give the floor maybe to Marcela to give more on the Global South and those opinions.

Marcella Canto: I think to answer your question, it’s crucial to consider that digital skills must be included in the curriculum of basic education. The changes I think that people used to see as a have to, I see as a must to. There’s a misconception around the use of digital device will take the educational process more innovative. Some examples are using tablets in class or using AI to increase productivity, but it’s a mistake. If education doesn’t challenge social structures that perpetuate inequality, discrimination, and oppression, then it’s not really innovative because it doesn’t promote significant change there. We are now experiencing a new configuration of colonialism. Migration and international division of labor continues, but in a new guise. While the global north has large technology companies that employ CEOs and software engineers, we in the south are left with the worst jobs, whether it’s mining for processor production or removing objectable content from the internet. Technology alone will not save us from our problems because technology is not neutral. There is always a purpose and a bias. What I mean is that if the global south maintains the colonial logic, the structure remains the same. Aerocentrism remains the same. The underemployment that we are facing in the world is the same as the underemployment in all of the contexts of dependent capitalism. Our development will still be underdevelopment because it is still operating the colonial system where the south feeds the north in an unequal relationship not only with raw materials, but also with precarious labor. So, what I believe is that the curriculum in digital education needs to focus on training technology creators, not just average users with common digital competencies and non-technical know-how. We don’t need only competencies as promoted, for example, in this document of UNESCO called Global Citizens for Education. We must have systemized it and historically accumulated knowledge that enables critical think. Because through this, we will be able to criticize and transform reality. And I need to highlight the curriculum’s power. The curriculum in basic education is what is projected as a society. And curriculum produce ways of being as decent interpreting the world. When a current problem in a region or a need of a group of population are not included in the curriculum, it’s also a political decision. If technology curriculum does not address race, gender, class, is this curriculum truly emancipatory and effective in changing the current scenario and combating online violence? Does this curriculum really manage to significant change in a way that impacts the collectivity? Or just one or another individual will be able to ascend economically and socially different for the community? Does this curriculum empower people who are not recognized as knowledge producers and whose very humanity has been denied to justify subjugation of people in the colonial process? A process that ensured the exploitation of all the possible forms of the global South and developed in the North-South? In addition, can we produce a society technology creators who will behave ethically if the curriculum does not proactively combat diverse forms of discrimination? That’s say, I don’t think it’s possible for a single person or even a single stakeholder group to point out effective solutions to such a complex and profound issue. But I would like to use this basic granted to me at the IGF to extend an invitation to who’s are here, either in person or online, especially our colleagues from the global South. How can we articulate an emancipatory digital technology curriculum that truly combats extraterrestrials and propagate oppression? What are the needs of your country, your state, your city, and your community that should be addressed by educational policies? What are the latent concerns? How do we need to encourage different groups that excluded to become technology producers? How can we organize a way that respects multiculturalism and the diversity of region and allows for global cooperation? Thank you so much.

Marko Paloski: Thank you very much for bringing the whole perspective. I mean, it was more than answering. No, no, it’s good. It was more than going deep and explaining all the issues that are happening, and that it’s not just one issue, but they are more connected. I would give now the floor to Ananda to give his opinion on this question.

Amanda Gautam: Am I ready? OK. So my point is, on this point, I think she has created a lot of thoughts. And being a bit late on the panel is like you can opt into whatever is shared already. And then the challenge is I have to bring something new. So my point would be, as we have been discussing how it has changed the landscape for the young people and teens, with the changing landscape, we are now also talking about digital detox as well. Some people doesn’t have access. Some people has over access, like so much of screen time, and then the health issues related to that, and then the kind of social interaction that we are missing in most urban parts of the world. That is one thing. And another thing is we need to. leverage these same technologies to provide same equal opportunities to the people who are in remote locations. So these are the very fundamental two things that needs to be covered and balanced, you know, for where we have like already access and other kind of thing. Children today are very tech-savvy, I think someone told, I think Mohammed told that, they can just find anything out of the smartphone, that I have never been able to using a smartphone, but they will be overusing it at times because what we do, we go to the door in our house and then we just send a text message, can you open a door for me, we have like forgotten to knock the door or like call someone to open the door, you know, like these are the kind of things. If we need something, we’ll just text someone in the kitchen, in the home, we’ll not opt in for talking with our families, we’ll, if we are in a dinner table, we’ll be like looking at our smartphones and we can like, when friends meets at the restaurant for a meetup, everyone is looking at the social media. So this is the kind of essence we are losing at one point. And another part is like, there are some people who need to have access to these kind of things. So the balance would be, we need to have mechanisms, right set up, like I will share a case study for you. We were doing a USIGF in Nepal, we had like a fellowship calls for that, and I think there were 150 applications for 15 spots. And then while going through the reviewing the application, we found out that 90% of the applicants use AI to draft their applications. And the strength, another interesting point is the 10% who didn’t use the AI was not because they don’t want to. want to because they didn’t know how to use it. So sooner or later, it is not like we wouldn’t be using AI or generative AI. It is that we have to use it. I do it every day, but how do we use it is very important. So we need to find out the ways we need to teach. Like someone was talking about integrating it into the school syllabus. Yeah, exactly. We need to integrate how do we people use digital technologies along with the emerging technologies so that they are aware. And also, we need to teach them. We need to know, or we need to have, I think there are not much resources done. What is the optimal time that they will be hanging up with their gadgets? Because we do it starting from day to night. If you tell my kind of routine, I wake up in the morning, get in my desk, and I start using laptop. And then I think it’s until midnight of the day. That’s my almost routine. But we need to have enough research in place so that we know what is the balance in between having social interactions or having time in real nature and then using those technologies to kind of foster our work. Someone was asking a question how these things can be done in rural context. Maybe we can use these technologies to empower education and everything in rural context. But at the first, we need to know the nuances that how do we do it. Otherwise, we’ll be just throwing a technology to people. We’ll start using it. We can see. I don’t know how popular is TikTok in other countries. In Nepal, people started making money out of TikTok. And then people started. throwing their clothes out you know like because that gave them money. They thought that is the good way of making money. People were like topless and then like and they found out in a while that getting a nipple will block their account. They started just blocking their nipples and getting topless in the TikTok life because they thought this is the legitimate way to make money. So throwing out technology without education will be kind of like massacre but we need to have technology in place. We need to provide access to them. Along with them empowerment is very important. We need to know what are the right set of skills they need to know before using that technology. I’ll stop here.

Marko Paloski: Thank you. Yeah thank you very much Anandan for pointing out several issues here especially the one for too much consumption and using of the internet and while we have still places where they cannot have the basic access and needs to access to the internet. I will give the floor before to Dennis and then come back to Ethan.

Denise Leal: Thank you. We are having some online participation so I would like to mention before speaking we have here a friend from Africa saying that we need to consider the UNESCO guidelines on ethical use of AI as a possible answer which is pretty interesting. I was having a dialogue here on the online chat saying that in some countries we don’t have regulations and we don’t have basic information on how to consider the use of AI and how to monitor to supervise it. So in the discussion here that our online friends have been talking about is that ethical use of AI is a major point to consider in education. implementation, but how we supervise it. And it is a challenge to comply with the principles of the safety on internet. So it is also a discussion I want to bring because our friends here are telling us it’s important. And we have some questions I would like to address. A friend from Bangladesh, IGF, Charmaine, has asked how can remote work opportunities be made accessible in underserved regions? And there is another question, but I will talk about this one. It is indeed a challenge. It is important to discuss about it. We do have some places across Latin American Caribbean which don’t have proper internet access. So we have some projects, some community networks that take internet to these places. And they also work with empowering communities to teach them how to use internet and all the internet network. And it’s really interesting. But that shows us that we don’t only need to talk about the use, this very futuristic thing which is using AI and technology in schools, but we also need to talk about the implementation of internet in some places and how we empower these people to properly use internet and telephones and mobile apps and all this stuff. Because this is a discussion and it’s very beautiful to say that we are implementing technology in our schools. In Brazil, we have some places in some regions, the schools of future, they are so-called like that because they implement programming classes. as part of the education and this is impactful, but we also have this discussion on how we implement the education on the very basic aspect of using internet. We also need to talk about the literacy of internet, of using internet. So, I wanted to talk about it and say that I heard some very important things about this topic in UFLAC IGF this year. We had a session on indigenous people where a community of an organization called KIST talked with us saying that when it comes to internet education, we need to provide language accessible internet education. So, it’s our very futuristic to include a language accessible internet education. So, when it comes to technology, we have to provide a language accessible education. So, these people that come from different backgrounds, regions and communities can also develop their technologies and create data and create information in internet. So, I will stop what I’m talking now and I will just mention some questions that we have here on the chat so that other speakers can address the answers if they want. We have this other question here. How can we ensure ethical use of AI and data in both education and workforce management? Also from Bangladesh Women IGF. And we have some comments here. Another question from Gregory Duke is I’ve heard that regulations could affect innovation negatively and I like this new revolution. What should be considerations from youth leaders? in policy input. And Sasha is asking, as youths, how do you envision AI to be used in assessments in educations? That’s it. A lot of questions, a lot of discussions. Now you guys get there. Thank you so much.

Marko Paloski: I will give the floor first to Ethan to answer the main question, and then we can jump in the question that they’re asking. Maybe we will open later the floor to other questions from the participants on site and of course online.

Ethan Chung: Hey, okay, let me take this off. So first of all, before I start the pitch, I want you to keep in mind that AI is here, not for us to rely on, but for AI should be assisting us to maximize its effectiveness on the human society. So here’s the thing. When we rely on AI, it leads to a lot of misbehaviors, and therefore it will have negative effects. So for example, my own experience, so last year I had an exam about coding, and then it’s a JavaScript system. And what my friend did is he opened another website and he used the AI to generate a whole code that works. And we submitted it, but he failed, I passed, because his AI generated code, it’s in Python method, but not JavaScript, so he failed the exam. And by this, we could tell that when we rely on AI, it will have negative effect. He did not process it in his brain. So what we need to use, like what we need to do for AI, or not do for AI, I should say, what we need to use AI for is we need to use the information provided by AI, and we process it, and we do a summary of the information that it provides. And so I think, for me, I would like to be educated with the education strategy that I would want so that I can adapt to these kind of technologies is that. some kind of project-based works. Because, so for example, we’re doing a project, right? And the teacher shall allow us to use AI beside of banning us from using AI. And by this, I mean that the teacher should guide us how to use AI correctly. And so we can know that that’s how we use AI. That’s how we actually, how to process AI’s information, but not only relying it to generate information and we use it. Because by that, we cannot improve. That then we will stop here. The improvement of the whole society will stop here if we rely on AI. So that’s a kind of education strategy. So to enhance the use of AI. And yeah, that’s kind of the educational strategies that I can give it.

Marko Paloski: Yes. Thank you, Ethan. I mean, it’s a good point of view how you make, how we use AI and it was for what? Not just to relay, I mean, on AI. To use for our, to approach our maximum or to, I don’t know, establish maximum potential or to help the things that we can, I mean, we spend time much more on something else. I would now go to the two questions that Denise mentioned from the online. And after that, open the floor on on-site if there are some questions so we can proceed. The question that was asked online and Denise tried to answer some of them, were how can remote work opportunities be made accessible in under-reserved regions? And then the second one was, how can we ensure ethical use of AI and data in both education and workplace management? The second one was, how can we ensure ethical use of AI and data in both education and workforce management? I mean, we mentioned something. I saw Ananda that he gets the mic.

Amanda Gautam: Yeah, it is about rural context. So I think I can talk about it. So. The first starts with the access, of course, because without access we cannot talk about anything else. So there will be, how do we, if there is no community networks or not, they are the last mile networks where community manages their own network and there are a lot of funding opportunities available for doing community networks. That is the one how we can, and there are universal service funds that are available to take the access into the underserved regions. That would be a start. And then having only access to internet is not enough. Like Dennis mentioned, I was about to mention that as well. If you take an example of Nepal, only 75% of the people are literate. And if people don’t have enough literacy to access the content, there might be a barrier with language. In Nepal itself there are more than 120 languages spoken. So having access to meaningful content would be more challenging. After we bring the access to the internet, having access to meaningful access is equally challenging and equally important. That’s why TikTok 5, you don’t need to have much knowledge. You just need to either record yourself in your language you know and you post it and people don’t need to do anything. Just swipe, you get the knowledge. Or like you get the content you want. And that is how TikTok got idol in Nepal. So those kinds of platforms might be sometimes very essential to maintain the access to meaningful content. But we need to know, have the right balance, what contents are shared on those platforms. Another thing I think somebody asked in the question as well. what is the right balance of over-regulation or what are the things that we can have ethical AI. There might be three instances. One might be legislation, policy, or code of conduct. Among these three, I think code of conduct is very important because we know the digital world is just as mirror of our real world that we are living in. Umut mentioned in some way some days back we have biases in society and data are made by the society and those biased data lead to the biased decision by the AI system, which is obvious. And similar on the how do we use technology, we have a kind of like non-ethical code of conducts that we do, misconducts that we do in the society and same thing we reflect that in the digital world. So we need to have like good code of conducts so that we use those things decently and the thin line between decency and indecency varies from place to place. So it is very contextual and it is very local but we need to identify what is decent and what is indecent. So these are like very basic fundamental things. Of course we need to have legislations, we need to have policies that promote these technologies that provide access to the people where these are not underserved because there is no profit in the ruler context but it is not always about profits. There are ways to do it, many agencies are doing it, community networks are the very good examples which have been thriving in Africa and other regions. I think we can discuss about it all day but I’ll end it here. Thank you.

Marko Paloski: Thank you very much especially for the pointing out for the use and how we can of these technologies. I would give now floor to Umut because he can also relevate to these questions?

Umut Pajaro: Well, there is two questions that I call my attention. One is how we can ensure the ethical use of AI in education and workforce. Well, my answer to that is actually, it could be quite obvious. It’s actually remote. It’s actually to try to get those involved or the stakeholders that are actually part of the education system. And that implies to include even students as part of making the rules, the key rules to use these kind of tools in education, in education, the clearest as possible. But those rules, let’s say in that way, it can be not only as a recommendation or suppose or kind of best practices or something like that. We need also that the government start to regulate this, the use of this kind of technologies inside the educational systems because the educational system institutions, because there is a way somehow that they can be complemented. And actually, can we somehow enforce or make accountable these ethical guidelines that we are putting into place in a different discussion or consensus that we get as different stakeholders. In this case, I include the stakeholder from the students. Also, that means you include teens, children, or everything on everyone that is part of the educational process. The other question is about innovation. And I, my answer to that is that regulation, it doesn’t actually, it doesn’t actually cut innovation. It’s actually, if you do a good regulation based on human rights, the innovation that you make and respect those laws that are based on human rights, are going to last longer if you actually respect the human rights and respect the law. So innovation make it into a framework, and making it into a framework that respect human rights and the characteristics or the context of where those laws came from, actually made those innovation and the law lasting in time, because it actually is responding to what the people needs. And actually it’s respecting what the people needs and what the people want from the society. So yeah, that’s pretty much what I wanted to say.

Marko Paloski: Thank you very much, Umut. I would ask now the audience if they have some questions here. I know that online there is a lot of questions, but let’s first see if there is. We have one question. Let me, I will try to use this mic.

Nirvana Lima: Good morning, everyone. My name is Nirvana Lima. I’m a participant of Youth Programme Brazil. I work as a facilitator and I’m here with the delegation. So first I would like to thank you for your panel. Congratulations for all of you. I live in a indigenous territory in Brazil composed for 29 towns. It’s in Ceará state. One of these towns is called Brejo Santo, and that is sited in Brejo Santo, the third official indigenous school of Brazil. They have a curriculum based on their ancestral traditions, philosophies, and culture. And until now, they don’t have access to the internet. I would like to ask you about the positive and negative aspects that they can face when they are connected to the internet in the very near future. Thank you.

Marko Paloski: I would ask any of the participants if they want to answer this question, also online. Or to take the second one? Okay, you can. Okay. Umut, just to take the second one, and we’re going to go to both. Okay.

Audience: Okay, thank you so much. My name is Mariana. I’m from Youth Brazil also. Thank you for the panel. I think all you said is really important, but my question goes a lot with the curriculum that was said and some things about the AI. I think we need to think, I’m going to be direct to my question, given to the challenges faced by the global south, such as digital exclusion of many young people due to an unequal access to internet and technology, as well the biases built in technology systems. What public policies do you think can be implemented to ensure both technology inclusion of these young people also has high quality technology education, while ethically protecting these young people, individuals in labor market that are increasingly driven by technology skills in their CVs, like entering the market and entering all these things. And we need to understand that, like, English right now. is something that you have to understand to insert yourself in the market, so technology skills also. So how do you guys think we can build these public policies for the future? Thank you so much.

Marko Paloski: Thank you. I would give you now the floor to Umut, because he wanted to answer the first question.

Umut Pajaro: Yes, when it comes to indigenous population, when they want to have access to technology, one of the things that I learned in the recent years is they have to decide what actually one to access on the internet and how they want to access on the internet. They’re going to face a lot of challenges, as far as I see. Until now, probably one of the main challenges is the language barrier. Dennis already mentioned that before in his speech, that the language barrier is one of the main things that they’re going to face. And there is a couple of wars in a region in Latin America where indigenous people are actually using the internet to actually protect their languages. So for example, in Colombia, we have in the north part of Colombia, we have indigenous people that is called the Waju. They’re actually trying to protect their languages, their language, creating Wikipedia in their language. And they’re trying now in the second stage not only having Wikipedia on their language, but also creating some specific capacity building on cybersecurity and other things in the language also. So that’s probably the next stage, not only in defining that they’re going to face the same problem as everyone else in the internet, but trying to make it in their own language and respecting the way they want to be involved in the internet. because that’s the other aspect that it gains here. Yeah.

Marko Paloski: Thank you very much, Umut, for answering the question. I would ask now the speakers who would like to take the second question or maybe also add something on the first one.

Mohammed kamran: Okay, so I think the second question is, she asked that, how can we regulate the useful, the positive use of AI and all of such things? I think I will go with what Anand here said that it should be from the government, from the parliament. And I would like to add to it, and that is that it shouldn’t be a taboo anymore, that let’s talk openly about what is right and what is wrong. Our parents, they tell us that this is right and this is wrong, but we do not tell the youth that you shouldn’t go for, I do not know, but something is in our head that don’t talk about these things. We do not tell our youth people, like our youth that don’t prefer nudity, as he has mentioned, that on a lot of social medias, the youth is going towards that way in order to make more money. I don’t know, because they get more views for that and they get a lot of money for that, so they are going that way. It’s just a small example. Hacking, for example, is nowadays so into us, like, sorry for moving from, fleeing from the topic, but these are the problems that we are facing, so let’s not give a deaf ear to this thing, let’s discuss it, but before that, it should be from the government. In Pakistan, for example, we have a PICA Act, Prevention of Electronic Crimes Act 2016, it was promulgated in 2016. but these are only for the prevention of electronic crimes like cyber crimes. We should have such acts, such regulations by the parliament which would enclose the hacking, sorry not hacking, but the nudity, like very specifically. I’m again saying nudity is just a small example of the problems that we are facing on the social media, there are a lot more than that. So all of them should be pointed out and should be promulgated by the government, from the government, for the public, and they should regulate the acts. Only then I think we would move to the positive use of AI with 100% like the positive, like we will have the positive impact of all the AI and all the stuff. So yeah, that’s from my side. Thank you.

Marko Paloski: Thank you very much.

Audience: I think the first step to understand the needs or what we need to combat, I think we need to create and research the needs of locations, states, and even countries in a way that we know we are facing, you know. You know to do the research, ask to local communities, to people, and in the way there is a interaction between government, private sector, and civil society. So I think it’s the first step, and then after that we need to face these questions. I don’t think only education, but education is a really important step. We need to address like gender issues, race issues, class issues, and any other type of violence should be talked about in curriculum of digital education. So I think it’s, I don’t think it’s the only way. but I think it’s really important.

Marko Paloski: Thank you. Thank you. I will go now online to Denisse to see if there is online some questions and to raise some comments.

Denise Leal: Yes, there are a lot of questions and discussions here on the chat. There is also a participant that wants to speak, but I will before talk about an important topic that we’ve been talking here. Well, they’ve asked us about regulations and innovation and what should be our considerations in policy input. And we’ve started a discussion on regulations and how it’s important that we get our regulations improved. Because we have these very old innovation policies, and also the intellectual property laws, they are not really adapted to the digital era reality. So we have to improve our regulations. And we also need, and it’s also another comment I made here, and also that I’ve been making in other spaces, we need the United Nations spaces to connect with each other. You see, we have these spaces from the intellectual property, and we have these spaces from biodiversity and climate change. And they are all creating treaties and impacting regulations. And they are all having discussions on AI, internet, and other spaces that encompasses the digital era and digitalization. But why don’t we have these people and these United Nations spaces also here in IGF, or in the United Nations Data Forum, for example, because the thematics, they are related. So there is a… a mechanism being developed to regulate the DSIs, the digital sequence information, but it’s being developed in the UN Biodiversity Forum and it’s not related to other spaces, but how is it? Because it will impact internet and other things and data specifically. So for me, the aspect is we need regulations to improve, to guarantee the safe use of internet and innovations that are inclusive. And we need them to connect these internet regulations and the other regulations, they need to be connected. They need to talk, these spaces need to have conversation. And a very important aspect of it is we cannot create a regulation about internet and technology without hearing the technical community because we are going to create a law that doesn’t have an effective impact. Because we will say you have to supervise it, but if we don’t say how and why, without hearing the technical community, it will probably not be a good regulation with effective results. But I see some comments here and I would ask our IGF person here in the chat, if we can open Sasha’s mic, so she can speak. She wants to make a comment. May I unmute her?

Marko Paloski: You will see now. I’m sorry.

Denise Leal: No?

Marko Paloski: I would check now, but I think let me just.

Denise Leal: Okay, so.

Marko Paloski: Now she should be able to unmute herself.

Denise Leal: Yes, thank you. We can see you.

Audience: Good day, everyone. Very lovely presentation and session so far and definitely glad to be here. So if you could hear the assumption in my voice, I’m from Trinidad and Tobago in the Caribbean. And I had a, it was such a revolting conversation. I had just one or two comments there based on the conversation. When we consider inclusive education, when we consider inclusive design, we also considered within the education spectrum, how do we design technology to fit the user? And so the user, the students are the center of the process and it hasn’t always been that way, but it is definitely the direction in which we hope that we’ll take adaptive technologies and inclusive technologies and design for the persons in mind. Just like the chairs that you sit on and you think about human-centered design, it’s really the direction in which education and educators hope to take technology and AI. And that’s the problem within itself is that you have to be able to define the limitations of AI technology. And it’s such a fast moving field that it’s difficult to pinpoint. And so it’s also important to consider, okay, before we even put that into the curriculum to teach students, how do we regulate it? How do we guide that practice and move from governing policies to practices, to curriculum, to the school content and then to the classroom environment and the way in which we implement it when it comes to project or problem-based learning. So it’s a very complicated issue that we’re having right now and that’s within my field of study here at the University of Prince Edward Island. And so it’s very, very… complicated to really begin that process. And I would love to get a little more, you know, idea of your perspectives when it comes to that particular space and what you have been experiencing. From the point of the Indigenous culture as well, when you look at that transfer from physical space to digital space, what’s being lost in that process? And so many parts of their culture as well would be lost within the process of that change of physical identity to digital identity. And you lose yourself in that process of digital exchange. So definitely, please, if you could give me some more of your perspectives within your education of how you see AI being used in the most proficient way when we can’t really define its parameters at this time. It’s such a fast-changing space. Thank you.

Marko Paloski: Thank you, Sasha. I would give who wants to answer this question, but I will try to make one minute maximum because we are close to the end of our session. So, okay.

Mohammed kamran: Hello. Yeah. So I think, like, the last point, I would just add to the last point that how we see the use of AI when it’s like no regulations, we don’t have anything on the floor, and yet we are using AI. So I think, as I’ve mentioned very in the start of the session, that all of us are confused. The teachers, the parents, the students, we are all confused how to make use of it. Some are saying that, okay, use it like the teachers, for example. I’m giving example of teachers again and again because we are here to talk about the youth, right? But it is not specifically to the teachers. All of us, like, some say that it’s good to use. Others are here only to… Like only to stop us from using it. So I think everyone is confused right here and I myself I’m unable to answer to the question that how are we like how we are doing with this stuff because we have nothing on the floor yet a 100% regulations like we have the traffic rules. We have other rules, but we have generally the cybercrime rules and Regulations like that, but not very specifically to pinpoint the this very issue. We have nothing on the floor so I think we are confused that but Using our humanity using our limits of humanity. We should I think only use it for the positive ways We should go for the positive ways. We should teach our children. We should teach our youngsters the Positivity in everything that the like the way we use positivity in our in our in our lives We should do the same way in this issue as well. So, thank you. That’s all for my side

Marko Paloski: Thank you Because we are closing to the our time I would give to every speaker just maximum one minute to wrap up and what is from this I don’t know take over or action points that we everybody should Take and in consideration or maybe it’s actionable stuff that we should do it Maybe to the next stage of IGF or maybe even closer. So yeah Who would like Maximum one point just one minute. Sorry

Amanda Gautam: The major would be It is a like common one, but it is a collaborative action It is not a part of like one stakeholder can do it. There is a role to play by every stakeholder so but navigating the Landscape it might be complex for people. So we need to make it easy like people don’t know how to take on some places so we need to Make a loud about internet works how they can be deployed opportunity is to do that. And I think we need a kind of transparency in terms of information available out how to do the things. I’ll stop here for the sake of time. Thank you. Thank you so much, everyone.

Marko Paloski: I think you should maybe turn on.

Denise Leal: I think in the next IGF, we should have more debates about education and more debates calling teachers and educators, specifically, that want to work from the technical committee and try to analyze more the public policies of each country, each continent, and have more of that debates. I think, I guess.

Marko Paloski: OK, thank you. It’s OK. Yeah.

Ethan Chung: All right, so for the next IGF, first of all, I think I won’t be here due to some, because I got to go for an exam. So I won’t be here. But I’ll try my best to contribute. And I think for next IGF, we are all together here from different nations, different race, and to here to actually create a standard for people to know what we are doing. And we want the people to follow the standard so that they know what’s not suitable, what’s suitable. And I think that’s what IGF is doing now and what it is made for. Yes.

Mohammed kamran: So being the last speaker online, sorry, on-site. Yeah, sorry. We’re just confused, online and on-site. Sorry. So being the last speaker on-site, I think it’s a responsibility for me. I don’t think I’ll be able to wrap up as it deserves to be. But I think sticking to the topic, education should be more experience-based, like for example. For example, if we are going to go for something, once again, I’ll go to this school or college. The teachers should test the students on their experience. If they give them an assignment to write an essay on, let’s say, the Riyadh, of course, they’re going to use the AI for that, or the internet. So I think the assignment should be more like an experience based, how was your experience in Riyadh? Of course, the AI doesn’t know about that. Also, about the meaning of something to them. Let’s say what internet means to them. So that would be another way that they are going to contribute on their own to it. Apart from that, they can ask them about the application of something, that if we have this mic, what is your application? What do you think we can use this for? So they’re going to put a lot of efforts from themselves, from their own mind and their own heart. And apart from that, being humans, I think that we should ask them about their feelings about something. OK, what do you feel about Saudi Arabia? What do you feel about the IGF 2024 that has happened in Riyadh? So I’m sure each one of us are going to write, I think, maybe 500 pages essay on this. And so yeah, I think our education should more focus on ourselves, instead of going for just a stereotypical kind of style. So thank you so much for having us. Thank you, Marco. Thank you.

Marko Paloski: Thank you. I would just give a brief one minute to Moot.

Audience: Denis, maybe shorter. Well, in my case, it’s going to be fast. It includes educators and students from all the stages. or designing, implementing and developing the technologies that actually are affecting the daily lives.

Denise Leal: Thanks everyone for being here. It was very interesting. I wanted just to thank everyone and especially I wanted to say that I really enjoyed hearing people from just to thank everyone and especially I wanted to say that I really enjoyed hearing people from Caribbean region. I am glad for it because usually we from Latin America lack this contact, so it’s important for us to hear from you from Caribbean. And also I wanted to point that this was a session that was thought and created with DTC, Dynamic Team Coalition. Unfortunately they are not here. They need to receive more support next years to be in IGF, but I wanted to thank Ethan for being here representing the teams because he is a team with us, a very brilliant and intelligent one, so you don’t even notice he’s so young. And I really appreciate our debate. Thanks for everyone that joined. Our speakers not only from the Youth Coalition but also from Pakistan and the projects there and also from the Brazilian Youth Program and other programs here. Thanks everyone for you joining us and we count on you on our next activities. We wanted to remember that we are on our election registration time from Youth Coalition, so if you are part of our mailing list, please register yourself. That’s it.

Marko Paloski: Thank you, Denis, and I want to thank you everybody, to the panelists, to the audience here and also online. Thank you for coming here and enjoying in this discussion. And before we wrap up, I would say maybe make a group picture while you are still on screen. So yeah, thank you everyone.

Agreement Points

Need for digital literacy and proper use of AI tools

Ananda Gautam

Mohammed Kamran

Umut Pajaro

Ethan Chung

Digital divide and unequal access to technology

Need for digital literacy and proper use of AI tools

Importance of hands-on experience with AI in classrooms

Lack of regulations and ethical guidelines for AI use in education

Speakers agreed on the importance of teaching students and adults how to use AI tools properly, addressing the digital divide, and providing hands-on experience with AI in classrooms.

Adapting education systems to emerging technologies

Umut Pajaro

Marcela Canto

Denise Leal

Need for interdisciplinary and project-based learning approaches

Importance of teaching critical thinking and problem-solving skills

Curriculum should address social issues like race and gender

Focus on training technology creators, not just users

Need for lifelong learning and adaptability

Speakers agreed on the need to adapt education systems to include interdisciplinary approaches, critical thinking skills, and addressing social issues, while focusing on creating technology creators and promoting lifelong learning.

Similar Viewpoints

Both speakers emphasized the importance of creating guidelines and regulations for AI use in education, with Kamran focusing on government involvement and Pajaro stressing the inclusion of all stakeholders, including students.

Mohammed Kamran

Umut Pajaro

Need for government regulations and policies

Importance of stakeholder involvement in creating guidelines

Both speakers highlighted the importance of considering cultural and social aspects when implementing technology in education, with Gautam focusing on maintaining human connections and Pajaro addressing language barriers for indigenous populations.

Ananda Gautam

Umut Pajaro

Balancing technology use with social interaction

Addressing language barriers for indigenous populations

Unexpected Consensus

Importance of human-centered design in educational technology

Audience

Umut Pajaro

Ethan Chung

Importance of human-centered design in educational technology

Importance of hands-on experience with AI in classrooms

Lack of regulations and ethical guidelines for AI use in education

There was an unexpected consensus on the importance of human-centered design in educational technology, with speakers from different backgrounds agreeing on the need to prioritize user experience and ethical considerations in AI implementation.

Overall Assessment

Summary

The main areas of agreement included the need for digital literacy, adapting education systems to emerging technologies, creating regulations and guidelines for AI use, and considering cultural and social aspects in technology implementation.

Consensus level

There was a moderate to high level of consensus among the speakers on the main issues discussed. This consensus suggests a shared understanding of the challenges and potential solutions in integrating AI and emerging technologies into education systems. The implications of this consensus include the potential for collaborative efforts in developing educational strategies and policies that address the identified challenges and opportunities.

Different Viewpoints

Approach to AI regulation in education

Mohammed Kamran

Umut Pajaro

Need for government regulations and policies

Importance of stakeholder involvement in creating guidelines

While Kamran emphasizes the need for government regulations to guide AI use, Pajaro advocates for a more inclusive approach involving all stakeholders, including students, in creating guidelines.

Focus of digital education curriculum

Marcela Canto

Ethan Chung

Curriculum should address social issues like race and gender

Lack of regulations and ethical guidelines for AI use in education

Canto argues for a curriculum that addresses broader social issues, while Chung focuses more specifically on the need for education on ethical AI use within legal boundaries.

Unexpected Differences

Perspective on AI’s role in education

Mohammed Kamran

Ethan Chung

Need for digital literacy and proper use of AI tools

Lack of regulations and ethical guidelines for AI use in education

While both speakers discuss AI in education, Kamran unexpectedly takes a more positive stance, viewing AI as a tool to be adapted to, while Chung focuses more on the potential risks and need for strict guidelines.

Overall Assessment

summary

The main areas of disagreement revolve around the approach to AI regulation in education, the focus of digital education curricula, and the balance between embracing AI and setting boundaries for its use.

difference_level

The level of disagreement among speakers is moderate. While there is general consensus on the importance of addressing AI in education, speakers differ in their specific approaches and priorities. These differences reflect the complexity of integrating AI into education systems and highlight the need for multifaceted solutions that address various concerns including regulation, curriculum design, and ethical considerations.

Partial Agreements

All speakers agree on the need for proper education on AI use, but they differ in their approaches. Gautam emphasizes balancing technology with social interaction, Kamran focuses on teaching limits and ethical use, while Pajaro advocates for hands-on experience in classrooms.

Ananda Gautam

Mohammed Kamran

Umut Pajaro

Need for digital literacy and proper use of AI tools

Importance of hands-on experience with AI in classrooms

Balancing technology use with social interaction

Similar Viewpoints

Both speakers emphasized the importance of creating guidelines and regulations for AI use in education, with Kamran focusing on government involvement and Pajaro stressing the inclusion of all stakeholders, including students.

Mohammed Kamran

Umut Pajaro

Need for government regulations and policies

Importance of stakeholder involvement in creating guidelines

Both speakers highlighted the importance of considering cultural and social aspects when implementing technology in education, with Gautam focusing on maintaining human connections and Pajaro addressing language barriers for indigenous populations.

Ananda Gautam

Umut Pajaro

Balancing technology use with social interaction

Addressing language barriers for indigenous populations

Key Takeaways

There is a need to adapt education systems to emerging technologies like AI, blockchain, and robotics

Digital divide and unequal access to technology remain major challenges, especially in developing countries

Ethical use of AI and data in education and workforce management is a key concern

Interdisciplinary, project-based learning approaches are needed to prepare students for future technological landscapes

Curriculum should address social issues like race, gender, and class alongside technical skills

Balancing technology use with social interaction and critical thinking skills is important

Regulations and policies need to be updated to address emerging technologies while fostering innovation

Resolutions and Action Items

Include more debates about education and involve educators in future IGF discussions

Analyze public policies on education and technology across different countries and continents

Create standards for appropriate use of AI and technology in education

Involve educators and students from all stages in designing and implementing educational technologies

Unresolved Issues

How to effectively regulate AI use in education when the technology is rapidly evolving

How to ensure ethical use of AI and data in both education and workforce management

How to make remote work opportunities accessible in underserved regions

How to balance innovation with regulation in technology and education policies

How to address the potential loss of indigenous cultures in the transition to digital spaces

Suggested Compromises

Use AI as a tool to assist learning rather than relying on it completely

Implement project-based assessments that require original thought alongside AI-assisted research

Develop code of conduct guidelines for AI use in education alongside formal regulations

Balance technology integration with preservation of traditional teaching methods and social interaction

We are now experiencing a new configuration of colonialism. Migration and international division of labor continues, but in a new guise. While the global north has large technology companies that employ CEOs and software engineers, we in the south are left with the worst jobs, whether it’s mining for processor production or removing objectable content from the internet.

speaker

Marcela Canto

reason

This comment provides a critical perspective on how technological advancement is perpetuating global inequalities, challenging the notion that technology inherently leads to progress for all.

impact

It shifted the conversation to consider the broader socioeconomic implications of technological advancement and the need for more equitable development.

We need to have mechanisms, right set up, like I will share a case study for you. We were doing a USIGF in Nepal, we had like a fellowship calls for that, and I think there were 150 applications for 15 spots. And then while going through the reviewing the application, we found out that 90% of the applicants use AI to draft their applications.

speaker

Ananda Gautam

reason

This real-world example illustrates the pervasive use of AI in unexpected areas and raises questions about authenticity and fairness in competitive processes.

impact

It led to a discussion about the need for guidelines on ethical AI use and the importance of teaching critical thinking skills alongside technological skills.

We need to integrate how do we people use digital technologies along with the emerging technologies so that they are aware. And also, we need to teach them. We need to know, or we need to have, I think there are not much resources done. What is the optimal time that they will be hanging up with their gadgets?

speaker

Ananda Gautam

reason

This comment highlights the need for a holistic approach to digital education that goes beyond just teaching technical skills to include digital wellness and time management.

impact

It broadened the discussion to include considerations of digital well-being and the importance of balancing technology use with other aspects of life.

When it comes to indigenous population, when they want to have access to technology, one of the things that I learned in the recent years is they have to decide what actually one to access on the internet and how they want to access on the internet.

speaker

Umut Pajaro

reason

This insight emphasizes the importance of cultural sensitivity and self-determination in technology adoption, particularly for indigenous communities.

impact

It led to a discussion about the need for culturally appropriate approaches to digital inclusion and the preservation of indigenous languages and knowledge in the digital space.

Overall Assessment

These key comments shaped the discussion by broadening its scope from purely technical considerations to include critical perspectives on global inequality, ethical concerns, digital well-being, and cultural sensitivity. They challenged participants to think more holistically about the societal impacts of technology and the need for inclusive, equitable approaches to digital education and development. The discussion evolved from a focus on skills and access to a more nuanced exploration of the complex interplay between technology, society, and culture.

How can we articulate an emancipatory digital technology curriculum that truly combats extraterrestrials and propagates oppression?

speaker

Marcela Canto

explanation

This question addresses the need for a curriculum that tackles discrimination and promotes equality in digital education, especially in the Global South context.

What are the needs of your country, state, city, and community that should be addressed by educational policies?

speaker

Marcela Canto

explanation

This highlights the importance of understanding local contexts when developing educational policies for digital literacy and technology.

How do we need to encourage different groups that are excluded to become technology producers?

speaker

Marcela Canto

explanation

This question addresses the need for inclusivity in technology production, especially for marginalized groups.

How can we organize a way that respects multiculturalism and the diversity of region and allows for global cooperation?

speaker

Marcela Canto

explanation

This question explores how to create inclusive and globally cooperative approaches to digital education and technology development.

How can remote work opportunities be made accessible in underserved regions?

speaker

Charmaine (online participant)

explanation

This question addresses the need to extend digital work opportunities to areas with limited access to technology and internet.

How can we ensure ethical use of AI and data in both education and workforce management?

speaker

Bangladesh Women IGF (online participant)

explanation

This question highlights the need for ethical guidelines in the use of AI and data across educational and professional contexts.

What should be considerations from youth leaders in policy input regarding regulations and innovation?

speaker

Gregory Duke (online participant)

explanation

This question explores how youth perspectives can be incorporated into policy-making for technology regulation and innovation.

As youths, how do you envision AI to be used in assessments in education?

speaker

Sasha (online participant)

explanation

This question addresses the potential applications and implications of AI in educational assessment from a youth perspective.

What are the positive and negative aspects that indigenous communities can face when they are connected to the internet in the very near future?

speaker

Nirvana Lima (audience member)

explanation

This question explores the potential impacts of internet access on indigenous communities, considering both benefits and challenges.

What public policies can be implemented to ensure both technology inclusion of young people and high-quality technology education, while ethically protecting these young people in a labor market increasingly driven by technology skills?

speaker

Mariana (audience member)

explanation

This question addresses the need for comprehensive policies that promote digital inclusion, education, and ethical protection for youth in the evolving job market.