English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Artificial intelligence experts often question whether AI is fair. They viewfairness as a property of AI systems rather than of sociopolitical and economicsystems. This paper emphasizes the need to be fair in the social, political,and economic contexts within which an educational system operates and uses AI.Taking Swedish decentralized compulsory education as the context, this paperexamines whether and how the use of AI envisaged by national authorities andedtech companies exacerbates unfairness. A qualitative content analysis ofselected Swedish policy documents and edtech reports was conducted using theconcept of relevant social groups to understand how different groups view therisks and benefits of AI for fairness. Three groups that view efficiency as akey value of AI are identified, and interpreted as economical, pedagogical andaccessibility-related. By separating fairness from social justice, this paperchallenges the notion of fairness as the formal equality of opportunities.

When fairness is an abstraction: Equity and AI in Swedish compulsory education