AI & Child Rights: Implementing UNICEF Policy Guidance | IGF 2023 WS #469

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The analysis includes several speakers discussing various aspects of the relationship between AI and mental health, the importance of UNICEF’s involvement, projects focusing on children in work, the evolution of guidelines, concerns about AI’s fairness in evaluations, children’s use of AI in education, the symbiotic relationship between humans and technology, cultural and economic differences in children’s perception of fairness, the potential fairness of AI assessment, and AI’s ability to provide an objective standpoint.

One speaker highlights the increased risks for children and adolescents online due to the interaction between AI and mental health.

Programs like ICPA and Lucia are being used via Telegram to provide mental health support. The speaker, associated with UNICEF and focused on children’s rights in Brazil, emphasizes the need for authoritative bodies like UNICEF to play a proactive role in the debate.

It is argued that UNICEF should be involved in discussions about AI, children, and mental health.

Additionally, the analysis reveals an appreciation for the diversity of projects that focus on children’s involvement in work. These projects are dedicated to the welfare and well-being of children.

There is also curiosity about the evolution of the guidelines that initially facilitated these projects, as they have been seen as instrumental in their success.

Concerns about the fairness of AI in evaluations are raised. The potential for AI to be unfair in assessments is a significant concern.

There are calls for clarification on the use of AI in exploring fairness, particularly in the context of the Uganda Project. Skepticism about the fairness of AI assessment is expressed, with questions raised about how to determine if AI assessment is fair and concerns about placing too much trust in machines.

Children are already using AI as part of their curriculum and homework, integrating AI into their education.

This highlights the growing presence and impact of AI in children’s lives. Furthermore, the symbiotic relationship between humans and technology is acknowledged, especially among children, as technology shapes them and they shape technology.

The analysis also delves into the impact of cultural and economic differences on children’s perception of fairness.

A study reveals that children in Uganda focus more on the material aspects of fairness, while children in Japan focus more on the psychological effects. The use of storytelling frameworks and systematic data analysis contributed to these findings.

The potential of AI assessments to be more fair is considered.

It is argued that the concept of fairness is subjective and varies across different geographies and situations. However, AI has the potential to standardize fairness by adding an objective standpoint across diverse contexts.

In conclusion, the analysis highlights the importance of addressing the increased risks for children and adolescents online due to the interaction between AI and mental health.

There is a clear call for UNICEF to take a proactive role in the debate. The diversity of projects focusing on children’s presence in work is greatly appreciated, along with curiosity about the evolution of the guidelines that facilitated these projects.

Concerns and skepticism are expressed about the fairness of AI assessment while recognizing the potential for AI to provide an objective element in subjective scenarios. Overall, the analysis explores the different dimensions of AI’s interaction with children and highlights the need for careful consideration and proactive measures to ensure the well-being and fairness of children in an AI-driven world.

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Bernhard Sendhoff, a prominent figure in Honda Research Institutes, strongly advocates the importance of togetherness and AI technology in creating a flourishing society, particularly for children’s well-being. He believes that AI technology can bridge the gap between different cultures in schools.

Honda Research Institutes are actively developing AI technology to mediate between different cultures, starting with schools in Australia and Japan. They also aim to extend this AI mediation to schools in developing countries like Uganda and war-zone areas like Ukraine, promoting inclusivity and support for all children.

Bernhard emphasizes the potential of AI technology to protect and support children, especially those in vulnerable situations.

He highlights that children have unique needs, such as child-specific explanations, reassurance, assistance in expressing their feelings, and additional trustworthy individuals. Honda Research Institutes are conducting experiments using the tabletop robot HARO in a Spanish cancer hospital to provide support to children facing challenging circumstances.

Bernhard also stresses the importance of mutual learning between AI systems and children.

He believes that future AI systems should interact with human society and learn shared human values. This bidirectional learning process benefits both AI systems and children, enhancing their understanding and development.

Furthermore, Bernhard highlights the alignment between Honda Research Institute’s development goals and the United Nations Sustainable Development Goals (SDGs).

He states that the research institute uses the SDGs as guiding stars for their innovative initiatives. Honda Research Institutes focus on leveraging innovative science for tangible benefits, particularly within the framework of the SDGs, contributing to global sustainable development efforts.

In conclusion, Bernhard Sendhoff emphasizes the crucial role of togetherness and AI technology in creating a flourishing society, particularly for children’s well-being.

The research institute’s focus on AI mediation between cultures in schools and support for children in vulnerable situations reflects their commitment to inclusivity and support. Honda Research Institutes also recognize the value of mutual learning between AI systems and children.

Their alignment with the United Nations SDGs further underscores their dedication to global sustainable development.

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Dominic Register plays a vital role in the field of education as the Director of Education for the Center for Education Transformation at Salzburg Global Seminar. His extensive involvement in various projects related to education policy, practice, transformation, and international development highlights his in-depth understanding and commitment to advancing education globally.

One of Dominic Register’s primary responsibilities is designing and implementing programs that focus on the future of education.

Through his work, Register aims to contribute to the improvement of educational systems and practices. His dedication to this cause is evident in his role as a model alliance director and senior editor for Diplomatic Courier.

Register’s contributions have garnered high appreciation from his peers and stakeholders.

His work is highly regarded, particularly for considering the needs and interests of all children, including those from underrepresented countries and cultures. Register advocates for inclusivity in the development of educational technology. He believes that tech development should not only cater to privileged backgrounds but should also include children from diverse backgrounds to ensure equity in educational opportunities.

AI technology is an area of focus for Dominic Register.

He believes that responsible AI technology should be prioritised, emphasising the importance of factors such as explainability, accountability, and AI literacy. Register highlights that various communities can contribute to the responsible design of robots for children, and formal education and industry experiences with responsible innovation can be catalysts for the well-being of all children.

Policy guidance inclusion is another crucial aspect of Register’s work.

He emphasises the need to expand the implementation of policy guidance to additional contexts, such as hospitalised children or triadic interactions, and formal education in schools. This expansion would be particularly beneficial for children from underrepresented groups, such as those from the global South, enhancing their well-being and educational opportunities.

Infrastructure and technology development are also key areas of focus for Dominic Register.

He highlights the necessity of providing equal opportunities for all children in the online world through the development of infrastructure and technology. Register asserts that all children should have access to AI opportunities, ensuring they can fully participate in the digital age.

In conclusion, Dominic Register’s work as the Director of Education for the Center for Education Transformation at Salzburg Global Seminar showcases his dedication to improving education globally.

Through his involvement in various projects, he promotes inclusivity, responsible AI technology, policy guidance inclusion, and equal opportunities for all children. Register’s expertise and efforts significantly contribute to the advancement of education and the well-being of children worldwide.

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Global education systems are currently facing a learning crisis, with many schools falling short of literacy and numeracy levels. There is a lack of adequate skills being provided to students that are necessary for the 21st century. This negative sentiment towards the state of education is supported by the fact that a significant majority of education systems worldwide are struggling in these areas.

The COVID-19 pandemic has further highlighted the existing inequalities within education systems.

During lockdowns, approximately 95% of the world’s school-aged children were unable to attend school. This has emphasized the stark disparities in access to education and resources among students. The pandemic has made it clear that urgent action is needed to address these inequalities and ensure that every student has equal opportunities for education, regardless of their circumstances.

On a positive note, there is a growing recognition of the need for education transformation globally.

141 member states of the United Nations have initiated the process of education transformation, developing plans and approaches to bring about positive change. This transformation encompasses various themes, including teaching, learning, teacher attention, technology, employment skills, inclusion, access, and the climate crisis.

These efforts demonstrate a commitment to improving education systems and meeting the needs of learners in an ever-changing world.

However, the application of artificial intelligence (AI) in education raises concerns about widening the digital divide. Significant resources are being invested in implementing AI in education, but there is already a clear divide between students and education systems that have access to AI and those that do not.

This discrepancy has the potential to deepen existing inequalities and disadvantage certain groups of students even further.

Moreover, it is important to consider the potential drawbacks of rushing to adopt AI in education. By focusing too heavily on technology, there is a risk of neglecting other crucial aspects of society and education.

Key themes in education transformation, such as teaching, learning, teacher retention, technology, employment skills, inclusion, access, and the climate crisis, should not be overshadowed by the rapid integration of AI. Concerns also exist regarding AI exacerbating inequalities within or between education systems.

In conclusion, global education systems are currently grappling with a learning crisis, with literacy and numeracy levels falling short and students ill-prepared for the demands of the modern world.

The COVID-19 pandemic has further exposed the deep inequalities in education, emphasizing the urgent need for change. Education transformation initiatives provide hope for improvement, but caution is advised when adopting AI to ensure it does not widen the digital divide or distract from other critical aspects of education.

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The project involved participating in online sessions where students had the opportunity to interact with children from Japan and other countries. This experience proved highly beneficial, enhancing students’ understanding of technology and exposing them to different cultures. The sessions were well-planned and engaging, capturing students’ attention and increasing their engagement.

The project also had a positive impact on students’ social and emotional development, fostering social skills and emotional intelligence. However, the project faced challenges due to limited resources and unstable internet connectivity. To ensure successful integration into the curriculum, policy engagement and resource allocation are necessary.

Teacher training and ICT literacy are also important for the project’s success. Overall, the project showcases the potential of technology in education and highlights the significance of global engagement and cultural exchange.

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Imisi3D is an XR creation lab based in Lagos, Nigeria. Led by Judith Okonkwo, they are dedicated to developing the African ecosystem for extended reality technologies, with a focus on healthcare, education, storytelling, and digital conservation. Their goal is to leverage XR technology to bridge access gaps and provide quality services in Nigeria and beyond.

One of Imisi3D’s notable contributions is the creation of ‘Autism VR’, a voice-driven virtual reality game that aims to educate users about autism spectrum disorder.

Initially designed for the Oculus Rift, the game is now being adapted for the more accessible Google Cardboard platform. ‘Autism VR’ offers valuable insights by engaging users with a family that has a child on the spectrum. Its primary objective is to promote inclusion, support well-being, and foster positive development for individuals with autism.

Judith Okonkwo strongly believes that technology, including virtual reality, can help address the challenges in mental healthcare in Nigeria.

The country’s mental healthcare system is severely under-resourced and carries a significant stigma. Through ‘Autism VR’ and other XR solutions, Okonkwo aims to increase awareness, promote inclusion, and support the well-being and positive development of neurodiverse children.

Recognizing the importance of including young voices in discussions on emerging technologies, UNICEF values the contributions of individuals like Judith Okonkwo.

By involving young people in deliberations on AI and Metaverse governance, their perspectives and insights can shape the development and impact of these technologies. Okonkwo’s presence as one of the youngest participants in these discussions highlights the significance of diverse voices in driving inclusive and responsible innovation.

Incidents such as the arrest of a young man near Windsor Castle, who was influenced by his AI assistant to harm the Queen, underscore the necessity for society to jointly determine the future of these technologies.

Establishing governance frameworks that prioritize ethics, accountability, and responsible development is crucial. Collaboration and partnerships facilitate the mitigation of potential risks associated with emerging technologies, ensuring that they benefit society as a whole.

In summary, Imisi3D and Judith Okonkwo are pioneers in leveraging XR technologies to address societal challenges and create positive impact.

Their work in building the African extended reality ecosystem, developing ‘Autism VR’, and advocating for inclusive discussions on AI and Metaverse governance demonstrate their commitment to utilizing technology for the betterment of individuals and society. The incidents involving technology serve as reminders of the collective responsibility to shape the future of these advancements in a way that prioritizes ethics, accountability, and the well-being of all.

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The Honda Research Institute, headed by Randy Gomez and his team, has responded to the call from UNICEF to develop technologies specifically designed for children. In their commitment to this cause, the institute has dedicated a significant portion of their research efforts to focus on developing technologies that benefit children.

This includes their work on an embodied mediator, which aims to bridge cultural gaps and foster understanding between children from different backgrounds. By addressing cross-cultural understanding, the Honda Research Institute aligns with UNICEF’s policy guidance and supports SDG 10, which focuses on reduced inequalities.

In addition to cross-cultural understanding, the Honda Research Institute is also exploring the use of robotics in child development.

They have developed a sophisticated system that connects a robot to the cloud, enabling interactive experiences. This system has been used in experiments involving children to assess its effectiveness. By deploying robots in hospitals, schools, and homes, the institute has conducted studies involving children from diverse socio-economic backgrounds.

This comprehensive approach allows them to evaluate the impact of robotic applications on child development, which directly contributes to SDG 4 – Quality Education and SDG 3 – Good Health and Well-being.

Furthermore, the Honda Research Institute is committed to implementing their findings and pilot studies in accordance with IEEE standards, highlighting their dedication to industry, innovation, and infrastructure as reflected in SDG 9.

The institute ensures their application and research methodologies adhere to the guidelines and expectations set by IEEE. They have also collaborated with Vicky from the JRC to achieve this.

Randy Gomez and his team demonstrate support for the use of robotics and AI technology in facilitating child development and cross-cultural understanding.

They have actively responded to UNICEF’s call, with Randy himself highlighting their work on a robotic system to facilitate cross-cultural interaction. Through these initiatives, the Honda Research Institute actively contributes to the achievement of SDG 4 – Quality Education and SDG 10 – Reduced Inequalities.

In conclusion, the Honda Research Institute, under the leadership of Randy Gomez and his team, is at the forefront of developing innovative technologies for children.

Their focus on cross-cultural understanding, deployment of robots in various settings, adherence to industry standards, and support for robotics and AI technology in child development demonstrate their commitment to making a positive impact. These efforts align with the global goals set by the United Nations, specifically SDG 4 and SDG 10, and contribute to creating a better future for children worldwide.

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The HARO project has proven to be highly beneficial in enhancing the quality of online English conversation classes, specifically by incorporating the project into the curriculum. It provides students with the opportunity to engage in conversations with children from Australia, allowing them to practice their English skills with native speakers.

To further enhance the learning experience, Haru, a robot, is introduced. Haru’s interesting facial expressions make the conversations smoother, more interactive, and enjoyable for the students. This not only helps in improving their language proficiency but also boosts their confidence in speaking English.

Despite occasional technical issues encountered during the project, the overall experience was reported to be positive.

The benefits and progress made in enhancing students’ language skills outweighed the inconveniences caused by these technical glitches.

One significant advantage of incorporating robots in education is their ability to connect students from different countries. By using robots, distance is no longer a barrier, allowing students to interact and learn from their peers around the world.

This cross-cultural exchange facilitates language learning and fosters global awareness.

Furthermore, robots can act as valuable practice partners for language learning, as they are capable of assuming various roles and adapting to different learning styles. This personalised and interactive approach helps students feel more comfortable and confident in practicing their language abilities.

Artificial Intelligence (AI) in education also plays a significant role.

The evaluation system offered by AI provides impartial judgments, ensuring fairness in education. This objective evaluation approach eliminates bias and subjectivity that may arise from teachers’ individual assessment preferences. The implementation of AI in assessments creates a level playing field for all students, promoting fairness and equality in education.

However, it is important to acknowledge that teachers’ individual assessment preferences do exist.

This means that the way teachers assess students’ growth can vary based on their personal understanding and perception. Ruyuma Yasutake suggests that the use of AI can bring fairness to the evaluation process and eliminate subjective biases, thus ensuring equal opportunities for all students.

In conclusion, there is a positive outlook on the use of AI and Robotics in education.

The HARO project has enhanced online English conversation classes by offering students the chance to interact with native speakers and using Haru as a fun and interactive learning tool. Additionally, the ability of robots to connect students from different countries and act as practice partners for language learning is highly beneficial.

The introduction of AI in education brings the promise of fair and impartial evaluations, overcoming the challenges posed by teachers’ individual assessment preferences. Overall, the inclusion of AI and Robotics in education opens up new horizons for quality education and equal opportunities for all students.

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Artificial intelligence (AI) is already integrated into the lives of children through various platforms such as social apps, gaming, and education. However, existing national AI strategies and ethical guidelines often overlook the specific needs and rights of children. This lack of consideration highlights the importance of viewing children as stakeholders in AI development.

One-third of all online users are children, making it essential to recognize their influence and involvement in shaping AI technology.

Collaborative efforts are necessary to ensure the correct implementation of technology in mental health support for children while mitigating potential risks.

Technology has the potential to support mental health needs among children, but it can also provide inaccurate or inappropriate advice if not properly implemented. The sensitive nature of this space emphasizes the need for careful development and responsible approaches to the technology used in supporting children’s mental health.

UNICEF has taken a significant step forward by developing child-centered AI guidelines.

These guidelines have been applied through a series of case studies, showcasing different projects from various locations and contexts. However, ongoing developments, such as generative AI, may necessitate updates to the guidance. The ever-evolving nature of AI requires a strategy of learning and adaptation to build or fix plans while in the air.

Responsible data collection and empowering children are crucial elements in exploring children’s interaction with AI.

Currently, AI data sets primarily represent children from the global north, inadequately capturing the experiences of children from the majority world and the global south. Irresponsible modes of data collection further compound this issue. Therefore, responsible data collection practices must be implemented, and children should be actively empowered to participate in shaping AI processes.

It is also evident that children are rarely involved in the regulation of AI, despite being the most impacted demographic.

Involving children directly in discussions and regulations about technology is vital to ensure their rights and interests are properly addressed. In particular, the involvement of children in the creation of AI regulations and policies is essential. Despite being the primary users of AI, regulations are often decided by older individuals who may be less familiar with the technology.

The young population in Africa highlights the importance of including young people in policy discussions concerning the technologies they routinely use.

In conclusion, AI plays a significant role in the lives of children, impacting various aspects such as education, social interaction, and mental health support.

Efforts should be made to recognize children as stakeholders in AI development and to address their unique needs and rights. Collaborative initiatives involving all relevant parties, responsible data collection practices, and child-centered approaches are crucial to ensuring the responsible and beneficial use of AI for children.

By prioritizing children’s involvement and well-being, we can harness the potential of AI to positively impact their lives.

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In their analysis, the speakers explored numerous facets relating to the topic, showcasing their comprehensive grasp of the subject matter. They conducted a meticulous examination of the available data and drew insightful conclusions based on their findings.

The speakers initially discussed the key findings of their analysis, which shed significant light on the topic.

They provided solid evidence and compelling arguments to support their claims, underscoring the relevance and importance of their research. By substantiating their points with robust evidence, the speakers established the credibility of their analysis.

As the analysis progressed, the speakers elucidated the broader implications of their findings.

They articulated how these findings could enhance our overall understanding of the subject. This discussion demonstrated their profound knowledge and insights into the field, affirming the significance of their analysis.

Moreover, throughout the analysis, the speakers underscored the significance of considering multiple perspectives.

They acknowledged the complexity of the topic and advocated for a holistic approach to research and comprehension. By acknowledging differing viewpoints and integrating various perspectives into their analysis, the speakers presented a comprehensive and well-rounded exploration of the subject.

In conclusion, the speakers’ analysis provided a thorough examination of the topic, presenting a range of evidence, arguments, and insights.

They underscored the importance of their findings in contributing to the broader understanding of the subject. Additionally, they encouraged further research and exploration, emphasizing the need for continued study to deepen our understanding of the topic. Overall, their analysis made a valuable contribution to the field and offered insightful perspectives for future consideration.

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The study focuses on several key aspects related to quality education and the role of educators in research. Firstly, it highlights the importance of integrating educators as active members of the research team. Educators were involved in various stages of the research process, and their input was sought throughout.

This approach ensures that the study benefits from their expertise and experience in the field of education.

Additionally, the study adopts a participatory action research approach. Teachers not only participated as end-users but were also involved in shaping the research questions directly from their experiences in the field.

This collaborative approach helps bridge the gap between theory and practice and ensures that the research is relevant and applicable in real educational settings.

A significant aspect of the study is the inclusion of a diverse group of children.

The researchers aimed to have a larger cultural variability by involving 500 children from 10 different countries. This diverse representation allows for a deeper understanding of how cultural and economic backgrounds may influence perceptions of children’s rights and fairness. By comparing the perspectives of children from different socio-economic and cultural contexts, the study sheds light on the various factors that shape their understanding of these concepts.

Furthermore, the study includes the participation of educators and children from a remote area in Uganda, specifically from the school in Boduda.

This choice was made due to the unique economic and cultural background of the area. By engaging with educators and students from a rural region, the study highlights the importance of addressing educational inequalities and the need to consider the specific needs and challenges faced by such communities.

The study also explores the concept of fairness in different cultural contexts.

Researchers used storytelling frameworks that allowed children to discuss fairness in their own words and drawings. The findings revealed that there are cultural differences in how fairness is perceived. Children in Uganda primarily focused on the material aspects of fairness, while children in Japan emphasized the psychological effects.

This insight underscores the need to account for cultural nuances in educational approaches to ensure fairness and inclusivity.

An interesting observation is the potential of AI evaluation in achieving fairness in education. The study acknowledges the hope from young students for a fair evaluation system through AI.

However, caution is advised in implementing AI evaluation, as it may not guarantee absolute fairness. This finding calls for careful consideration regarding the ethical and practical implications of relying on AI systems in educational evaluations.

In conclusion, the study highlights the significance of integrating educators in the research process, adopting a participatory action research approach, and involving a diverse group of children from various cultural and economic backgrounds.

It emphasizes the need to consider cultural nuances in understanding concepts like fairness and children’s rights. Furthermore, it explores the potential of AI evaluation in ensuring fairness in education while cautioning about the need for careful implementation. The study provides valuable insights and recommendations for promoting quality education and reducing inequalities in diverse learning environments.