Interview with Lucio Valerio Sarandrea

October 25, 2024

Professor Lucio Valerio Sarandrea is a prominent lecturer and researcher at the International and Business Law (IBL) Department of the American University of Central Asia (AUCA). His academic focus lies in the intersection of Artificial Intelligence (AI) and Human Rights, where he explores the legal and ethical challenges posed by rapidly advancing technologies.

In this interview, Professor Sarandrea delves into the pressing issues surrounding AI’s impact on human rights, discusses the role of legal frameworks in regulating technology, and reflects on his teaching experiences at AUCA. He also sheds light on the importance of preparing law students to address these emerging challenges in a globalized world.

This conversation offers valuable insights for AUCA students and anyone interested in the implications of AI on human rights and the future of legal education. Readers are encouraged to connect with Professor Sarandrea on LinkedIn to stay updated on his work and insights.

1. What motivated you to teach at AUCA, and how does this align with your broader work at UNICEF?

During my tenure in Kyrgyzstan from 2013 to 2020, I witnessed the remarkable impact of AUCA and was genuinely impressed by its pivotal role both in educational values and as a dynamic think tank. This naturally led me to pursue a collaboration to complement my work with UNICEF and to continue my academic practice.

How has your experience at UNICEF influenced your teaching approach at AUCA?

I always feel in a pendulum between the world of academia, with its focus on theory, and the practical, hands-on world of the UN. While I believe they should be two sides of the same coin, I feel challenged to maintain an equilibrium between them. Engaging in teaching and confronting myself with students is a great motivation to step away from my work worries to execute, implement, and deliver and to put on a thinking cap. My practical experiences help bring abstract concepts to life, applying them to real-world problems, and much like in UNICEF, the collaboration and problem-solving skills in the classroom are essential. It is energy-consuming but also very refreshing at the same time.

Can you tell us a little more about the course you teach, “Human Rights and Artificial Intelligence”?

This course aims to explore uncharted waters and push the boundaries on how technology shapes our world. Human Rights and Artificial Intelligence may seem like very distant worlds, almost opposite to each other. However, in my classes, I challenge students to use AI to minimize its potential risks. Rather than limiting or forbidding the use of AI, I require students to use it in all their assignments. AI can be a powerful tool in protecting human rights. Let’s think of monitoring and reporting hate speech, monitoring environmental damage, reducing poverty, creating personalized health care plans, etc. I often repeat that AI will not steal their job, but people who can use AI will.

What are your preliminary findings in teaching such an innovative course?

The progression of the course is proving to be beyond my expectations. Students are very receptive and can create amazing connections and balancing exercises about the limitations of the right to privacy and the benefits that can be obtained in developing Human Rights and Sustainable Development Goals. Together, we’ve made significant strides in the emerging field of “algorethics” focusing on the necessity to limit the delegation of authority to AI and the ability to devise ethical prompting. The students have shown remarkable skill in crafting thoughtful, ethical prompts, underscoring their strong engagement with these complex issues.

How can you grade students if you ask them to use AI? How can you tell how much they have learned?

This is exactly the paradigm shift I am looking at. There are two filters I apply for an assessment. AI can provide right or wrong answers to the questions depending on the ability of the student to drive it through with correct prompts. After passing this first hurdle, I check if the student really understands the right answer they have provided. In some cases, they do, in some cases they don’t. Fundamentally I am teaching them how to drive a very fast but often misleading tool. As innovative as it may seem now, I believe that in some years from now it will be standard practice. Educational institutions discouraging AI usage will be akin to educators advising students not to consult books… (I hope this quote will age well)

How do you balance your responsibilities at UNICEF with teaching?

In my current function at the UNICEF Regional Office for East Asia and the Pacific region, I cover child rights, justice, and migration in a wide region spanning from China to Myanmar, Malaysia to Vanuatu, and Papua New Guinea. I often have to travel from my duty station of Bangkok to visit Country offices and remote locations. Incorporating teaching into my busy schedule is not easy, but all the challenges fade while I engage in student discussions. Their ability to challenge my thesis helps me see beyond my own perspective and discover new horizons.

What qualities do you aim to develop in students, especially considering your law and social work background?

There are many qualities I aim to develop in students, but the primary ones are an unending intellectual curiosity and an open mind to accept new findings. I enjoy challenging myself and the students to venture into the unknown and explore how new ideas can materialize in the practical world. For instance, we analyze apparently abstract theories and see how they can be of practical usage, such as for a child’s access to education and social care. Lastly, I strive to instill a sense of ethical responsibility. Both fields require a strong commitment to integrity and justice, and I want my students to appreciate the importance of ethical decision-making in their professional lives.

How do you inspire students to engage in social projects actively, and why do you think student engagement is crucial for societal betterment?

My ultimate goal is to transmit to the students a great dose of “enthusiasm,” which, according to its etymology, means “to be possessed by a spirit” or, in other words, to believe in what they are doing. When motivation is high, all becomes natural, and even the hardest tasks can be faced with ease and enjoyment. At the end of the day, there is hardly any better satisfaction than witnessing your contribution, no matter how small or big, to societal betterment. The hardest part, which is a part of the journey, is how to deal with the inevitable frustrations and disappointments along the way. Progress is never linear.

What role should universities play in addressing global social and educational issues?

Universities are key to a healthy society. They have a fundamental role not only in educating tomorrow’s leaders but also in empowering today’s citizens and allowing them to become an integral part of society. There is no tomorrow without today, and Universities should work to increase this stimulus by partnering with communities and organizations to implement sustainable solutions.

What's the most significant lesson you've learned through your work at UNICEF, and how do you apply it in your interactions with students?

The biggest lesson I have learned is that every day, there is a new lesson to learn, and there is no room for complacency. Previous achievements or successes do not hold any water when it comes to new challenges, such as protecting the rights of marginalized individuals. Every day is a new scenario, a new march into the unknown with an open heart ready for success or, as I often say, ready to fail better than yesterday.

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