X Seminário Internacional Inovações Curriculares

Curricularization of Artificial Intelligence Ethics in Higher Engineering Education: The Case of Stanford and the Challenges in the Brazilian Context

Not scheduled

20m

Auditório da Faculdade de Ciências Médicas (Universidade Estadual de Campinas)

Comunicação oral presencial Inteligência Artificial e Metodologias Ativas com Tecnologias Digitais na Educação Superior

Speaker

Javiera Mery (UPCH - Universidad Peruana Cayetano Heredia / Projeto pessoal de pesquisa 43 Insights)

Description

This ongoing research examines the curricularization of artificial intelligence (AI) ethics in higher education engineering programs, focusing on the case study of Stanford University (USA) and its mandatory course “CS182: Ethics, Public Policy, and Technological Change,” introduced in Fall 2018. This initiative is both pioneering and structural, integrating ethical content into technical training by combining knowledge from computer science, philosophy, law, and the social sciences. Unlike extracurricular offerings, this experience represents a consolidated institutional model, as it is a required course within the core curriculum of a globally recognized university.
The study is based on a qualitative literature review aimed at identifying best practices in the formal integration of AI ethics into university curricula. The methodology involves document analysis of syllabi, academic literature, and regulatory frameworks, with special attention to English-speaking and Latin American contexts.
In contrast, within the Brazilian context, no mandatory courses specifically dedicated to AI ethics have been identified to date in higher education engineering programs at public universities (federal, state, or national). This poses significant challenges for the systematic curricular integration of the subject. Although there are isolated initiatives, such as AI bachelor’s programs at public universities (for example, the Universidade Federal de Goiás (UFG) and the Universidade Federal de Pernambuco (UFPE)) as well as extension courses, there is no documented widespread presence of required AI ethics courses in traditional engineering curricula at Brazilian public universities, revealing a notable educational gap in this area.
Our objectives include: (1) analyzing the design and pedagogical foundations of the Stanford case; (2) contrasting this model with the Brazilian landscape; and (3) discussing the feasibility of adopting or effectively adapting similar experiences in Brazil, considering its institutional and cultural specificities.