This paper introduces the AI Pentad model, comprising humans/organizations, algorithms, data, computing, and energy, as a framework for AI regulation. It also presents the CHARME²D Model to link the AI Pentad with regulatory enablers like registration, monitoring, and enforcement. The paper assesses AI regulatory efforts in the EU, China, UAE, UK, and US using the CHARME²D model, highlighting strengths and weaknesses.
Keywords
AI regulation · AI Pentad · CHARME²D Model · EU · UAE
This paper proposes a framework for understanding AI sovereignty as a balance between autonomy and interdependence, considering global data, supply chains, and standards. It introduces a planner's model with policy heuristics for equalizing marginal returns across sovereignty pillars and setting openness. The model is applied to India and the Middle East (Saudi Arabia and UAE), finding that managed interdependence, rather than isolation, is key for AI sovereignty.
This paper introduces an AI framework for autonomous assessment of student work, addressing policy gaps in academic practices. A survey of 117 academics from the UK, UAE, and Iraq reveals positive attitudes toward AI in education, particularly for autonomous assessment. The study also highlights a lack of awareness of modern AI tools among experienced academics, emphasizing the need for updated policies and training.
This study assesses workforce preparedness for AI in the GCC region, using socio-technical systems theory to analyze national AI strategies and initiatives in KSA, UAE, Qatar, Kuwait, Bahrain, and Oman. The research combines TF-IDF analysis, case studies of MBZUAI and SDAIA Academy, and scenario planning to evaluate the balance between technical capacity and social alignment. The study identifies a potential two-track talent system and emphasizes the importance of regulatory convergence for successful AI adoption.
This paper discusses the integration of AI into education, emphasizing a transdisciplinary approach that connects AI instruction to the broader curriculum and community needs. It delves into the AI program developed for Neom Community School in Saudi Arabia, where AI is taught as a subject and used to learn other subjects through the International Baccalaureate (IB) approach. The proposed method aims to make AI relevant throughout the curriculum by integrating it into Units of Inquiry.