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8 Loy. U. Chi. J. Reg. Compl. 18 (2022)
Artificial Intelligence in Higher Education: Towards a More Relational Approach

handle is hein.journals/lausyco8 and id is 24 raw text is: Issue VIII Artificial Intelligence in Higher Education: Towards a More Relational Approach Liane Colonna ABSTRACT To contribute to the emerging discipline of Responsible Artificial Intelligence (AI), this paper seeks to determine in more detail what responsibility means within the context of the deployment of Al in the Higher Education (HE) context. More, specifically, it seeks to disentangle the boundaries of legal responsibilities within a complex system of humans and technology to understand more clearly who is responsible and for what under the law when it comes to use of facial recognition technology (FRT) in this context. The focus of the paper is on examining the critical role and distinct nature of Ed Tech in providing FRT to the HE. Apply relational ethics theory, it asks what the legal obligations of Ed Tech product and service developers (private organizations) are in relation to the universities (public and private authorities involved in teaching and research), teachers, students and other stakeholders who utilize these AI-driven tools. The specific methodological approach to understanding responsibility in this context involves pinpointing relevant stakeholders, describing their attendant legal obligations, and identifying legal gaps, ambiguities, or normative conflicts in existing laws and legislative proposals at the European Union (EU) level. The relevant stakeholders selected include Ed Tech (developers and companies), deployers of FRT (HE institutions and teachers), and end users (students and civil society). The relevant laws selected for analysis include the General Data Protection Regulation (GDPR) as well as the proposal on Al regulation (Al Act) which has recently been put forward by the EU Commission. While many laws might apply to those that supply Ed Tech as well as those who deploy it, these laws have been selected as the focus of this study because of their separate, yet interrelated focus on safeguarding the health, safety, and fundamental rights of individuals in the Digital Age. The paper concludes that legal regulation in this context is overly technocratic and could benefit from broader dialogue and greater engagement with stakeholders to foster more creative strategies to protect people that are harmed, disempowered, or marginalized by the technology. The Al Act closes a gap in the law by recognizing the complexities of modern technology's supply chains, placing more responsibilities on the providers of Al technologies and introducing 18

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