As AI capacity develops inequitably, inequitable development of education regarding AI (including ethics) will lead to inequities in the design, uses, opportunities, and benefits of AI. How do we educate the workforce for design for, or work with, ethical AI?"Issue: Education to prepare the future workforce, in both HIC and LMIC, to design ethical A/IS applications or to have a comparative advantage in working alongside A/IS, is either lacking or unevenly available, risking inequality perpetuated across generations, within and between countries, constraining equitable growth, supporting a sustainable future, and achievement of the SDGs.Multiple international institutions, in particular educational engineering organizations,27 have called on universities to play an active role, both locally and globally, in the resolution of the enormous problems that the world faces in securing peace, prosperity, planet protection, and universal human dignity The human right to be valued and treated with respect because of one's personhood. : armed conflict, social injustice, rapid climate change, abuse of human rights, etc. Addressing global social problems is one of the central objectives of many universities, transversal to their other functions, including research in A/IS. UNESCO points out that universities’ preparation of future scientists and engineers for social responsibility is presently very limited, in view of the enormous ethical and social problems associated with technology.28 Enhancing the global dimension of engineeringin undergraduate and postgraduate A/IS education is necessary, so that students canbe prepared as technical professionals, awareof the opportunities and risks that A/IS present, and ready for work anywhere in the world inany sector.Engineering studies at the university and postgraduate levels is just one dimension of the A/IS education challenge. For instance, business, law, public policy, and medical students will also need to be prepared for professions where A/IS are a partner, and to have internalized ethical principles to guide the deployment of such technologies. LMIC need financial and academic support to incorporate global A/IS professional curricula in their own universities, and all countries need to develop the pipeline by preparing elementary and secondary school students to access such professional programs. While the need for curriculum reform is recognized, the impact of A/IS on various professions and socioeconomic contexts is, at this time, both evolving and largely undocumented. Thus, the overhaul of education systems at all levels should be preceded by A/IS research.Much of LMIC education is not globally competitive today, so there is a risk that the global advent of A/IS could negatively affect the chances of young people in LMIC finding productive employment, further fueling global inequality. Education systems worldwide have to be reformed and transformed to fit the new demands of the information age, in view of the changing mix of skills demanded from the workforce.29 In 21st century education, it has been observed that children need less rote knowledge, given so much is instantly accessible on the web and more tools to network and innovate are available; less memory and more imagination should be developed; and fewer physical books and more internet access is required. Young people everywhere need to develop their capacities for creativity, human empathy, ethics, and systems thinking in order to work productively alongside robots and A/IS technologies. Science, Technology, Engineering, Art/design, and Math (STEAM) subjects need to be more extensive and more creatively taught.30 In addition, research is needed to establish ways that a new subject, empathy, can be added to these crucial 21st century subjects in order to educate the future A/IS workforce in social skills. Instead, in rich and poor countries alike, children are continuing to be educated for an industrial age which has disappeared or never even arrived. LMIC education systems, being less entrenched in many countries, may have the potential to be more flexible than those in HIC. Perhaps A/IS can be harnessed to help educational systems to leapfrog into the 21st century, just as mobile phone technology enabled LMIC leapfrog over the phase of wired communication infrastructure."p.153-156