Responsible AI for digital cooperation in the Mediterranean higher education
Atenas, Javiera and Stefanelli, Cristina (2025) Responsible AI for digital cooperation in the Mediterranean higher education. Working Paper. Mediterranean Universities Union (UNIMED), Rome, Italy.
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Abstract
The Responsible Artificial Intelligence for Digital Cooperation in the Mediterranean Higher Education
paper offers a comprehensive, multi-level analysis of how Artificial Intelligence (AI) is reshaping higher
education (HE) across the Mediterranean region. It bridges the gap between the recommendations
of international organisations, such as UNESCO and the United Nations, national AI strategies, and
emerging institutional practices. It calls for coordinated, ethical, open, and inclusive AI integration in
HE systems to ensure that digital cooperation and transformation are aligned with societal values,
educational equity, and sustainable development.
From a policy perspective, it highlights the importance of aligning national AE strategies informed
by international frameworks, to ensure that national actions are both globally coherent and locally
effective with the operational realities and innovation capacities of HE institutions, promoting
human capital development, ethical governance, and sectoral innovation. Noting that these
strategies often lack clear implementation pathways within the HE sector, this paper presents a series
of recommendations for the creation of national AI–HE coordination mechanisms, the adoption
of institutional AI charters, and strategic investment in digital public goods and digital public
infrastructure.
On the capacity-building front, it identifies a growing momentum within HE institutions to foster
AI literacy, pedagogical innovation, and inclusive digital ecosystems. Case studies from across the
region illustrate how universities are embedding AI into curricula, training educators, and promoting
interdisciplinary research. Algeria’s University 4.0 transition, among others, demonstrates scalable
models for institutional transformation. The paper calls for structured capacity-building programmes
targeting both students and educators, including micro-credentials, continuous professional
development, and support for communities of practice. These efforts must be reinforced by policy
environments that recognise HEIs as pivotal actors in national and regional digital transformation.
Item Type: | Monograph (Working Paper) |
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Uncontrolled Keywords: | AI, Artificial Intelligence, Mediterranean Higher Education ,higher education, HE, |
Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
Divisions: | Faculty of Arts, Business & Applied Social Science > School of Social Sciences & Humanities |
Depositing User: | Javiera Atenas |
Date Deposited: | 08 Jul 2025 08:25 |
Last Modified: | 08 Jul 2025 08:25 |
URI: | https://oars.uos.ac.uk/id/eprint/4984 |