Insights from a Conversation between Ingrid Noguera and Dr. Andrés Pedreño 

by | Jun 3, 2024

In this thought-provoking dialogue, Ingrid Noguera and Dr. Andrés Pedreño explore how education, technology, and human rights might be converging. Their conversation touches upon various critical themes and offers insights into the transformative potential and ethical considerations of integrating artificial intelligence (AI) and digital technologies into higher education and society. 

Empowering universities: One key discussion topic is how to empower universities as catalysts for change. Pedreño and Noguera advocate for universities to embrace innovation and lead the way in leveraging technology to enrich students’ learning experiences. They discussed the role of adopting proactive approaches and investing in education that equips students with the skills needed for the digital age. 

Ethical aspects of using technology: Another topic they focused on was the ethical aspects of using technology. Both Pedreño and Noguera higlhigted the need for ethical guidelines and regulations to govern the use of technology, particularly AI. They also emphasized how importance it is to advocate for fundamental human rights and ensuring that technological advancements align with and are implemented through ethical principles. 

Perspectives on active learning and AI: They also exchanged perspectives on active learning and personalized education. For example, Noguera highlighted the flipped classroom model and other active learning methodologies as effective tools for promoting engagement and collaboration among students. She suggests that technology can enhance these approaches, providing personalized learning experiences tailored to individual needs. Pedreño, on the other hand, addressed the challenges and opportunities that need to be noticed, understood, and considered for change. More specifically, he discussed the challenges posed and opportunities introduced by AI, emphasizing the need for collaboration, innovation, and bold decision-making in higher education. He encourages a proactive mindset that embraces change through the use of technology to address complex societal issues.  

Transformative potential of technology: Despite these challenges, both Pedreño and Noguera inspired optimism for the future of higher education where technology is fully integrated and aligned. They agreed on the transformative potential of technology to improve learning outcomes, empower students to be active and independent learners, and drive positive change in society.  

Collaborative networks and AI projects: Pedreño also emphasized the role of collaborative networks and AI projects between companies and universities. He highlights the scarcity of specialized human resources and the need for diverse expertise in addressing and solving complex challenges. 

Applications of AI: Both Pedreño and Noguera mentioned various applications of AI in university administration and student support. They highlight its potential to automate administrative tasks and provide targeted assistance to students. Pedreño also stresses how responsible AI implementation could empower students and teachers without infringing on their rights. 

In a nutshell, the conversation between Ingrid Noguera and Andrés Pedreño highlights ethical leadership, collaboration, and innovation in navigating the complex intersection of education, technology, and human rights. They suggest that universities and policymakers embrace these principles to harness the full potential of technology to create a more inclusive, equitable, and prosperous society for all.