Preparing future managers, lawyers, engineers, civil servants, and entrepreneurs to work productively and ethically as global citizens alongside A/IS, through reform of undergraduate and graduate curricula as well as of preschool, primary, and secondary school curricula. This will require:
Fomenting interaction between universities and other actors such as companies, governments, NGOs, etc., with respect to A/IS research through definition of research priorities and joint projects, subcontracts to universities, participation in observatories, and co-creation of curricula, cooperative teaching, internships/service learning, and conferences/seminars/courses.
Establishing and supporting more multidisciplinary degrees that includeA/IS, and adapting university curricula to provide a broad, integrated perspective which allows students to understand the impact of A/IS in the global, economic, environmental, and sociocultural domains and trains them as future policy makers in A/IS fields.
Integrating the teaching of ethics andA/IS across the education spectrum, from preschool to postgraduate curricula, instead of relegating ethics to a standalone module with little direct practical application.
Promoting service learning opportunities that allow A/IS undergraduate and graduate students to apply their knowledge to meet the needs of a community.
Creating international exchange programs, through both private and public institutions, which expose students to different cultural contexts for A/IS applications in both HIC and LMIC.
Creating experimental curricula to prepare people for information-based work in the 21st century, from preschool through postgraduate education.
Taking into account transversal competencies students need to acquire to become ethical global citizens, i.e., critical thinking, empathy, sociocultural awareness, flexibility, and deontological reasoningin the planning and assessment ofA/IS curricula.
Training teachers in teaching methodologies suited to addressing challenges imposed in the age of A/IS.
Stimulating STEAM courses in preuniversity education.
Encouraging high-quality HIC-LMIC collaborative A/IS research in both private and public universities.
Conducting research to support innovation in education and business for the A/IS world, which could include:
Researching the impact of A/IS on the governance and macro/micro strategies of companies and organizations, together with those companies, in an interdisciplinary manner which harnesses expertise of both social scientists and technology experts.
Researching the impact of A/IS on the business model for the development of new products and services through the collaborative efforts of management, operations, and the technical research and development function.
Researching how empathy can be taught and integrated into curricula, starting at the preschool level.
Researching how schools and education systems in low-income settings of both HIC and LMIC can leverage their lessentrenched interests to leapfrog into a 21st century-ready education system.
Establishing ethics observatories in universities with the purpose of fostering an informed public opinion capableof participating in policy decisionsregarding the ethics and social impactof A/IS applications.
Creating professional continuing education and employment opportunities in A/IS for current professionals, including through online and executive education courses.
Creating educative mass media campaigns to elevate society’s ongoing baseline level of understanding of A/IS systems, including what it is, if and how it can be trusted in various contexts, and what are its limitations.
## Further resources
ABET Computing and Engineering Accreditation Criteria
Available at: http://www.abet.org/accreditation/ accreditation-criteria/
ABET, 2017 ABET Impact Report, Working Together for a Sustainable Future_, _
emlyon business school, Artificial Intelligence in Management (AIM) Institute http://aim. em-lyon.comUNESCO,_ The UN Decade of Education for Sustainable Development, Shaping the Education of Tomorrow_. UNESCO
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