Deep Tech Shaping Digital Education Policy

We assume that women look at technology from another perspective, much more rational, with common sense, with a social impact and with a deeper psychology and ethical philosophy. I would go in this direction to attract women, especially in the matter of communication, that it is super important.

In one hand, high education (university) degrees such as ethics and philosophy have to be integrated into technical education, and technical education has to be introduced in the courses of social sciences, medicine, etc. It has to be “bidirectional”, in this way we force people who are not “digital natives” to be unaware of how digital technology works, from programming (software architecture, testing, information architecture, databases data), to how to program algorithms, how data is transferred, how to design interfaces and new systems. This knowledge baseline can help students and future industry leaders and researchers to be critical of the ethical and sensible use of technology. Because in the end, whoever designs and who uses technology have to be aware of the impact on society and the impact of the changes in values produced by the new digital formats. The technology designer is at least 50% responsible of how the technology is used and its impact.

In this way, if technical digitization courses are given in universities of medicine, biology, science and letters where women are more numerous, we also make sure that they will receive this important basic knowledge. On the other hand, increasing “social” subjects in technical universities brings a more human vision to technology, and may be more interesting for women.

Proposed Measures

Digitalization is not about losing our humanity sense or respect to human beings. Technology and digital tools are a support to our lives, and we have to be critical of the kind of future we want to have.

• Add introductory courses of social sciences in each technical subject during the digital education such as philosophy, psychology, sociology, anthropology, ethics (not only as a separated course and lecture)
• Include mandatory subjects related to social sciences inside the technical and digital education such as philosophy, psychology, sociology, anthropology, ethics.
• Include emotional intelligence skills as a mandatory training inside the digital education program in order to learn much more efficiently, and increase level of productivity, reduce stress, and facilitate decision making.
• Increase positive mindset and emotional intelligence inside the technical schools.

• Digital educations have to be embedded inside social science, biology, medicine, literature, philosophy, anthropology, architecture, etc.
• Students from any kind of education has to learn programming, software development, software architecture, information architecture, databases, algorithm design, data transfer and data management, interface design and system design as a mandatory subjects in their curriculum.

• Positive Computing is the design and development of technology to support psychological wellbeing and human potential.
• Promoting of user wellbeing should be a priority for technology and digital development and teaching.
• Effective positive computing can reduce the risk of mental disorders and improve overall wellbeing.
• Successful software and design guidelines should be made widely available.
• Positive Computing needs to be sensitive to culture and to resources available across countries.
• Protecting human rights and other values is a major strategy to promote wellbeing such as positive emotions, self-awareness, mindfulness, empathy and compassion, and how technology can support these factors.

• Increase women in images where representing digital education (at least 50% of images have to represent women academics, or women leaders in digital and technologies).
• Adapt to more neutral colors and type fonts when communicating technology and digital education.
• Increase the number of interviews and cases of women in digital technologies published in the educational institutions magazines and communication channels (at least 50% of interviews have to be to women academics, or women leaders in digital and technologies).