Rapidly increasing applications of Digitalization and Artificial Intelligence (D&AI) are already impacting our day-to-day life substantially, along with social and economic prospects worldwide. The accelerating utilization of D&AI has stirred the discussion concerning the responsible application of technologies for assisting the implementation of the Sustainable Development Goals (SDGs). D&AI can raise productivity, lower costs, reduce resource intensity, and enable efficient public services. However, there are also risks and downsides that we all must identify and tackle to address any potential short-/long-term undesired impact. Notably, there exists a gap in knowledge about the mutual relationships between D&AI and the 17 SDGs. To address this gap and gather broader perspectives of experts on the potential uses and pitfalls of D&AI for SDGs and their respective indicators, we propose a participatory research approach: the Digitalization–Sustainability Matrix (DSM). The DSM serves as a means for collaborative methods, such as participatory action research (PAR), for the knowledge production process. We exercised the DSM in the Digitainable Thinkathon event, a gathering of experts from diverse sectors and backgrounds for capturing the action-oriented dialogues concerning the use of D&AI technologies for the indicators of SDGs 4 (Education) and 13 (Climate Action). As a tool, the DSM aided in the discussion by systematically capturing transdisciplinary knowledge generated on several aspects, such as: (1) the need for research–practice nexus action; (2) data-capturing efforts and social considerations; (3) collaborative planning for utilizing the power of D&AI; (4) lessons from the diverse community to encourage the purposeful use of technologies. Overall, the proposed approach effectively triggered a discussion on the crucial aspects that need to be considered for D&AI’s practices, a step towards deep-rooting the transdisciplinary perspectives for meaningful use of D&AI for SDGs.

Digitalization is globally transforming the world with profound implications. It has enormous potential to foster progress toward sustainability. However, in its current form, digitalization also continues to enable and encourage practices with numerous unsustainable impacts affecting our environment, ingraining inequality, and degrading quality of life. There is an urgent need to identify such multifaceted impacts holistically. Impact assessment of digital interventions (DIs) leading to digitalization is essential specifically for Sustainable Development Goals (SDGs). Action is required to understand the pursuit of short-term gains toward achieving long-term value-driven sustainable development. We need to understand the impact of DIs on various actors and in diverse contexts. A holistic understanding of the impact will help us align the visions of sustainable development and identify potential measures to mitigate negative short and long-term impacts. The recently developed digitainability assessment framework (DAF) unveils the impact of DIs with an in-depth context-aware assessment and offers an evidence-based impact profile of SDGs at the indicator level. This paper demonstrates how DAF can be instrumental in guiding participatory action for the implementation of digitainability practices. This paper summarizes the insights developed during the Digitainable Spring School 2022 (DSS) on “Sustainability with Digitalization and Artificial Intelligence,” one of whose goals was to operationalize the DAF as a tool in the participatory action process with collaboration and active involvement of diverse professionals in the field of digitalization and sustainability. The DAF guides a holistic context-aware process formulation for a given DI. An evidence-based evaluation within the DAF protocol benchmarks a specific DI’s impact against the SDG indicators framework. The participating experts worked together to identify a DI and gather and analyze evidence by operationalizing the DAF. The four DIs identified in the process are as follows: smart home technology (SHT) for energy efficiency, the blockchain for food security, artificial intelligence (AI) for land use and cover change (LUCC), and Big Data for international law. Each of the four expert groups addresses different DIs for digitainability assessment using different techniques to gather and analyze data related to the criteria and indicators. The knowledge presented here could increase understanding of the challenges and opportunities related to digitainability and provide a structure for developing and implementing robust digitainability practices with data-driven insights.

The domain of Artificial Intelligence (AI) ethics is not new, with discussions going back at least 40 years. Teaching the principles and requirements of ethical AI to students is considered an essential part of this domain, with an increasing number of technical AI courses taught at several higher-education institutions around the globe including content related to ethics. By using Latent Dirichlet Allocation (LDA), a generative probabilistic topic model, this study uncovers topics in teaching ethics in AI courses and their trends related to where the courses are taught, by whom, and at what level of cognitive complexity and specificity according to Bloom’s taxonomy. In this exploratory study based on unsupervised machine learning, we analyzed a total of 166 courses: 116 from North American universities, 11 from Asia, 36 from Europe, and 10 from other regions. Based on this analysis, we were able to synthesize a model of teaching approaches, which we call BAG (Build, Assess, and Govern), that combines specific cognitive levels, course content topics, and disciplines affiliated with the department(s) in charge of the course. We critically assess the implications of this teaching paradigm and provide suggestions about how to move away from these practices. We challenge teaching practitioners and program coordinators to reflect on their usual procedures so that they may expand their methodology beyond the confines of stereotypical thought and traditional biases regarding what disciplines should teach and how. This article appears in the AI & Society track.

Digitalization is widely recognized as a transformative power for sustainable development. Careful alignment of progress made by digitalization with the globally acknowledged Sustainable Development Goals (SDGs) is crucial for inclusive and holistic sustainable development in the digital era. However, limited reference has been made in SDGs about harnessing the opportunities offered by digitalization capabilities. Moreover, research on inhibiting or enabling effects of digitalization considering its multi-faceted interlinkages with the SDGs and their targets is fragmented. There are only limited instances in the literature examining and categorizing the impact of digitalization on sustainable development. To overcome this gap, this paper introduces a new Digitainability Assessment Framework (DAF) for context-aware practical assessment of the impact of the digitalization intervention on the SDGs. The DAF facilitates in-depth assessment of the many diverse technical, social, ethical, and environmental aspects of a digital intervention by systematically examining its impact on the SDG indicators. Our approach draws on and adapts concepts of the Theory of Change (ToC). The DAF should support developers, users as well policymakers by providing a 360-degree perspective on the impact of digital services or products, as well as providing hints for its possible improvement. We demonstrate the application of the DAF with the three test case studies illustrating how it supports in providing a holistic view of the relation between digitalization and SDGs.