Taming Big Tech in Education
Öffentlicher Vortrag von Dr. Velislava Hillman im Rahmen der Ringvorlesung Schule und Arbeit in Zeiten von «KI» – ethische Überlegungen des Instituts für Sozialethik ISE.
| Datum: | 3. Dezember 2026 |
|---|---|
| Zeit: | 16.15 Uhr bis 18.00 Uhr |
| Ort: | Universität Luzern (Frohburgstrasse 3), HS 5 |
Führt sogenannte «künstliche Intelligenz (KI)» – passender als «datenbasierte Systeme (DS)» zu bezeichnen – zu mehr oder weniger Jobs für Menschen? Was sollte aus ethischer Sicht unternommen werden, wenn DS zu einer massiven Reduktion von bezahlten beruflichen Aufgaben für Menschen führen? Wären die Entkoppelung von Einkommen und Arbeit und ein bedingtes Grundeinkommen in Form des Society-, Entrepreneurship-, Research-Time Model (SERT) eine ethisch begründbare Lösung? Wie soll aus ethischer Perspektive mit DS in Schule und Bildung umgegangen werden? Sollen Schulen digitalisiert oder als «bildschirmfreie Oasen» gestaltet werden?
Ziel dieser interdisziplinären Ringvorlesung ist es, ethische Überlegungen zu Schule und Arbeit in Zeiten von DS anzustellen.
Dr. Velislava Hillman, Gründerin/Partnerin EDDS Institute
Dr Velislava (Veli) Hillman is founder and director of EDDS Institute, a community-interest organisation specialising in the independent research and auditing of commercial education technologies. Her work focuses on the governance, security, safety and real-world impacts of data-driven digital systems used in education, with particular attention to risks arising from weak regulatory guardrails. Following a Visiting Fellowship at the London School of Economics (2020-2025), her research has examined how commercial digital technologies reshape children’s learning, teachers’ professional autonomy, and wellbeing. She has advised international organisations including UNESCO, the OECD, the World Bank, ChildFund Australia and the Council of Europe, as well as schools and colleges globally. Dr Hillman is a Fellow of the Asia-Europe Foundation (ASEF) and teaches at Goldsmiths, University of London. She is the author of Taming EdTech: Why Children Stand to Lose in an Unregulated Digitised Classroom (Bloomsbury Academic).
Taming Big Tech in Education (Vortrag auf Englisch)
Artificial intelligence is entering education at extraordinary speed, while simultaneously transforming labour markets, cultural production, knowledge infrastructures, public communication, finance, healthcare and military capabilities. This raises the fundamental question for AI literacy as indeed governments all over the world are investing in literacy frameworks, policy and implementation. But what exactly are we asking people to become literate in, and what responsibilities are we asking them to assume? This lecture examines AI literacy as a form of soft regulation, governing technological change through individual knowledge, responsible use, resilience, adaptation and self-regulation. While AI literacy can help people understand AI, recognise its limitations and evaluate its outputs critically, it cannot by itself redistribute technological power, constrain corporate concentration, guarantee transparency, protect institutional autonomy or determine the social purposes for which AI should be deployed. To begin with, the very ideas of an “age of AI” and “AI in education” are not collective agreements but political and institutional settlements shaped by inevitabilist discourse, and critical AI literacy must begin by questioning how these futures are being normalised without meaningful public deliberation about whether we consent to them at all.
