This post contains a list of the AI-related seminars that are scheduled to take place between 4 February and 31 March 2026. All events detailed here are free and open for anyone to attend virtually. Carolina Osorio (Google Research and HEC Montreal) Association of European Operational Research Societies To receive the seminar link, sign up to the mailing list . Sashank Varma (Georgia Tech) University of Minnesota Zoom registration is here . Vicky Kalogeiton (École Polytechnique) AIDA Zoom link is here .

In the governance of emerging technologies, ethical guidance has often relied on so-called soft law instruments--codes of conduct, guidelines, or frameworks--designed to promote responsible behavior without imposing binding legal constraints. This is partly due to the difficulty of imposing harmonized regulations across the EU, especially in a global context characterized by strong reservations expressed by other international actors, e.g. the United States of America, with regard to the regulation of artificial intelligence (AI) that "unduly burdens AI innovation" (Kratsios, Sacks, and Rubio 2025) . Another reason is related to the principle, upheld in several member states such as Germany, that protects scientific freedom by constitutional law. Nevertheless, the recent trajectory of technological regulation in the European Union shows that soft law can evolve into hard law: this has been the case, notably, with the adoption of the AI Act (European Commission 2022; Terpan 2015) .

This paper examines how international AI governance frameworks address gender issues and gender-based harms. The analysis covers binding regulations, such as the EU AI Act; soft law instruments, like the UNESCO Recommendations on AI Ethics; and global initiatives, such as the Global Partnership on AI (GPAI). These instruments reveal emerging trends, including the integration of gender concerns into broader human rights frameworks, a shift toward explicit gender-related provisions, and a growing emphasis on inclusivity and diversity. Yet, some critical gaps persist, including inconsistent treatment of gender across governance documents, limited engagement with intersectionality, and a lack of robust enforcement mechanisms. However, this paper argues that effective AI governance must be intersectional, enforceable, and inclusive. This is key to moving beyond tokenism toward meaningful equity and preventing reinforcement of existing inequalities. The study contributes to ethical AI debates by highlighting the importance of gender-sensitive governance in building a just technological future.

Ethical awareness is critical for robots operating in human environments, yet existing automated planning tools provide little support. Manually specifying ethical rules is labour-intensive and highly context-specific. We present Princi-ples2Plan, an interactive research prototype demonstrating how a human and a Large Language Model (LLM) can collaborate to produce context-sensitive ethical rules and guide automated planning. A domain expert provides the planning domain, problem details, and relevant high-level principles such as beneficence and privacy. The system generates op-erationalisable ethical rules consistent with these principles, which the user can review, prioritise, and supply to a planner to produce ethically-informed plans. To our knowledge, no prior system supports users in generating principle-grounded rules for classical planning contexts. Principles2Plan showcases the potential of human-LLM collaboration for making ethical automated planning more practical and feasible.

Generations in Dialogue: Bridging Perspectives in AI is a podcast from AAAI featuring thought-provoking discussions between AI experts, practitioners, and enthusiasts from different age groups and backgrounds. Each episode delves into how generational experiences shape views on AI, exploring the challenges, opportunities, and ethical considerations that come with the advancement of this transformative technology. In the fourth episode of this new series from AAAI, host Ella Lan chats to Professor Marynel Vázquez about what inspired her research direction, how her perspective on human-robot interactions has changed over time, robots navigating the social world, potential for using robots in education, modeling interactions as graphs, addressing misunderstandings with regards to robots in society, getting input from target users, the challenge of recognising when errors happen, making robots that adapt, and more. Marynel Vázquez is a computer scientist and roboticist whose research focuses on Human-Robot Interaction (HRI), particularly in multi-party settings. She studies social group dynamics--such as spatial behavior and social influence--in HRI, and develops perception and decision-making algorithms that enable autonomous, socially aware robot behavior.

This paper critiques common patterns in machine ethics for Reinforcement Learning (RL) and argues for a virtue focused alternative. We highlight two recurring limitations in much of the current literature: (i) rule based (deontological) methods that encode duties as constraints or shields often struggle under ambiguity and nonstationarity and do not cultivate lasting habits, and (ii) many reward based approaches, especially single objective RL, implicitly compress diverse moral considerations into a single scalar signal, which can obscure trade offs and invite proxy gaming in practice. We instead treat ethics as policy level dispositions, that is, relatively stable habits that hold up when incentives, partners, or contexts change. This shifts evaluation beyond rule checks or scalar returns toward trait summaries, durability under interventions, and explicit reporting of moral trade offs. Our roadmap combines four components: (1) social learning in multi agent RL to acquire virtue like patterns from imperfect but normatively informed exemplars; (2) multi objective and constrained formulations that preserve value conflicts and incorporate risk aware criteria to guard against harm; (3) affinity based regularization toward updateable virtue priors that support trait like stability under distribution shift while allowing norms to evolve; and (4) operationalizing diverse ethical traditions as practical control signals, making explicit the value and cultural assumptions that shape ethical RL benchmarks.

This chapter discusses the ethics of generative AI. It provides a technical primer to show how generative AI affords experiencing technology as if it were human, and this affordance provides a fruitful focus for the philosophical ethics of generative AI. It then shows how generative AI can both aggravate and alleviate familiar ethical concerns in AI ethics, including responsibility, privacy, bias and fairness, and forms of alienation and exploitation. Finally, the chapter examines ethical questions that arise specifically from generative AI's mimetic generativity, such as debates about authorship and credit, the emergence of as-if social relationships with machines, and new forms of influence, persuasion, and manipulation.

Large language models (LLMs) demonstrate significant potential for educational applications. However, their unscrutinized deployment poses risks to educational standards, underscoring the need for rigorous evaluation. We introduce EduEval, a comprehensive hierarchical benchmark for evaluating LLMs in Chinese K-12 education. This benchmark makes three key contributions: (1) Cognitive Framework: We propose the EduAbility Taxonomy, which unifies Bloom's Taxonomy and Webb's Depth of Knowledge to organize tasks across six cognitive dimensions including Memorization, Understanding, Application, Reasoning, Creativity, and Ethics. (2) Authenticity: Our benchmark integrates real exam questions, classroom conversation, student essays, and expert-designed prompts to reflect genuine educational challenges; (3) Scale: EduEval comprises 24 distinct task types with over 11,000 questions spanning primary to high school levels. We evaluate 14 leading LLMs under both zero-shot and few-shot settings, revealing that while models perform well on factual tasks, they struggle with classroom dialogue classification and exhibit inconsistent results in creative content generation. Interestingly, several open source models outperform proprietary systems on complex educational reasoning. Few-shot prompting shows varying effectiveness across cognitive dimensions, suggesting that different educational objectives require tailored approaches. These findings provide targeted benchmarking metrics for developing LLMs specifically optimized for diverse Chinese educational tasks.

Although recent large multimodal models (LMMs) demonstrate impressive progress on vision language tasks, their alignment with human centered (HC) principles, such as fairness, ethics, inclusivity, empathy, and robustness; remains poorly understood. We present HumaniBench, a unified evaluation framework designed to characterize HC alignment across realistic, socially grounded visual contexts. HumaniBench contains 32,000 expert-verified image question pairs derived from real world news imagery and spanning seven evaluation tasks: scene understanding, instance identity, multiple-choice visual question answering (VQA), multilinguality, visual grounding, empathetic captioning, and image resilience testing. Each task is mapped to one or more HC principles through a principled operationalization of metrics covering accuracy, harmful content detection, hallucination and faithfulness, coherence, cross lingual quality, empathy, and robustness.We evaluate 15 state-of-the-art LMMs under this framework and observe consistent cross model trade offs: proprietary systems achieve the strongest performance on ethics, reasoning, and empathy, while open-source models exhibit superior visual grounding and resilience. All models, however, show persistent gaps in fairness and multilingual inclusivity. We further analyze the effect of inference-time techniques, finding that chain of thought prompting and test-time scaling yield 8 to 12 % improvements on several HC dimensions. HumaniBench provides a reproducible, extensible foundation for systematic HC evaluation of LMMs and enables fine-grained analysis of alignment trade-offs that are not captured by conventional multimodal benchmarks. https://vectorinstitute.github.io/humanibench/

'Learning with AI' is an open-source book from the University of Leeds . We spoke with Chrissi Nerantzi, part of the project team about their choice to use Ariyana Ahmad's illustration'AI is Everywhere' for the cover of the book. For the team, the choice of cover was about more than just visual aesthetic. Collages can capture multiple perspectives, textures, and approaches, much like the student voices incorporated throughout the book. Ahmad's illustration, while not a collage, achieves a similar effect.