Integrated disciplines and future competencies: A blueprint for ethically aligned curriculum for IT, CS, ITC &
[EN] Autonomous and intelligent technical systems are specifically designed to reduce the necessity for human intervention in our daily lives. In so doing, these new computer-based systems are also raising concerns about their impact on individuals and society. Because of their innovative nature, th...
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/146317 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/146317 |
| Access Level: | acceso abierto |
| Palabra clave: | Higher Education Learning Educational systems Teaching CS/IT-community Integrated disciplines Future competencies Life-long learning Digital world Professional expertise |
| Sumario: | [EN] Autonomous and intelligent technical systems are specifically designed to reduce the necessity for human intervention in our daily lives. In so doing, these new computer-based systems are also raising concerns about their impact on individuals and society. Because of their innovative nature, the full benefit will be obtained only if the technology is aligned with society's defined values guided by ethical principles. Through the proposed ethically aligned curriculum (ETHIKA) for computer sciences (CS) and information technology (IT) specialties we intend, therefore, to establish frameworks to guide and inform dialogue and debate around the non-technical implications, in particular related to ethical dilemmas. Hereby we understand "ethical" to go beyond universal moral constructs, such as trust, harm, good or bad, and include ethical designs for AI-based technologies, socially-oriented computer sciences, and ethical risks of digital society. As digital economy prospers, more CS/IT-professionals realize the power of education-driven intellectual capacity (InCED). It is hypothesized, that InCED has direct impact on learning competencies of students, warranting future successful management of professional and life ethical challenges. ETHIKA elucidate, through both methodological and experimental inquiries, the impact of global digitalization and related ethical risks on learning and professional competencies in both professional CS/IT-community and the University students. |
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