https://hdl.handle.net/20.500.11984/1139 2026-04-04T10:50:28Z https://hdl.handle.net/20.500.11984/14051 INTEGRITY-AI: Integrating Ethical AI Governance for Responsibility, Innovation, and Transparency in Higher Education Larrea, Inaki Ramírez-Montoya, María Soledad; Alvarez Icaza Longoria, Inés As artificial intelligence (AI) technologies evolve at an unprecedented rate, Higher Education Institutions (HEIs) must face the challenge of integrating AI ethically into academic and administrative systems. While many HEIs are beginning to adopt AI-driven tools, few have taken proactive steps to develop AI-specific governance frameworks that ensure transparency, fairness, and accountability. The INTEGRITY-AI initiative is designed to empower HEIs in Latin America and Europe to take leadership roles in AI governance by forming ethical, sustainable, and literacy-based AI adoption models. The initiative promotes the creation of dedicated AI governance units within HEIs, serving as knowledge hubs that align AI adoption with institutional values and regulatory frameworks. By implementing these structures, HEIs will establish replicable models that ensure AI is used to enhance academic excellence and societal impact. The initiative addresses practical concerns by setting actionable steps for responsible AI implementation. Key expected outcomes include (a) strengthening institutional capacity for ethical AI governance, (b) increasing AI literacy among educators and students, (c) establishing adaptable AI policy frameworks that can be scaled across Latin America, and (d) fostering inter-institutional collaboration to drive long-term sustainable AI adoption. By fostering interdisciplinary collaboration and integrating AI governance into institutional decision-making, INTEGRITY-AI envisions a future where HEIs lead the ethical AI movement in higher education, creating a balanced, transparent, and responsible AI ecosystem that advances learning and research opportunities. 2026-02-19T00:00:00Z https://hdl.handle.net/20.500.11984/14050 Scaffolding Students´ Performance of Oral Cognitive Discourse Functions through Classroom Interaction Lersundi, Amaia; Garro, Eneritz Imaz Agirre, Ainara; Arias-Hermoso, Roberto This book presents empirical evidence of the academic and disciplinary literacies that learners engage in in educational contexts. The chapters focus on the languages of schooling (in first, second or foreign language contexts) across primary, secondary and higher education. 2026-01-01T00:00:00Z https://hdl.handle.net/20.500.11984/14049 Subject-Specific Vocabulary in Secondary Science: Triangulating Students' Writing, Classroom Interaction and Textbooks Arias-Hermoso, Roberto; Imaz Agirre, Ainara; Romero-Garmendia, Irati Imaz Agirre, Ainara; Arias-Hermoso, Roberto This book presents empirical evidence of the academic and disciplinary literacies that learners engage in in educational contexts. The chapters focus on the languages of schooling (in first, second or foreign language contexts) across primary, secondary and higher education. 2026-01-01T00:00:00Z https://hdl.handle.net/20.500.11984/14048 SELFIE WBL guidelines Arroyo-Sagasta, Amaia; Zubizarreta Pagaldai, Ane Herrero, César The session held at the workshop was a contrasting session for the case study of the implementation of the SELFIE WBL tool in a VET institution of the Basque Country (Spain) and based on this work, elaborate some recommendations and guidelines for the different SELFIE WBL users. The researchers considered this workshop session as a part of the case study process, a validation work. 2024-01-01T00:00:00Z