Additional innovative approaches to modern AI training

• **Integration of Challenge-Based Learning with social impact elements.**Students work on projects aimed at solving specific social or environmental problems using AI, while receiving support from both AI mentors and experts in the relevant fields.

• **Creating “virtual startup incubators” within the educational program.**Students team up to develop and implement their own AI projects, with mentoring support from existing entrepreneurs and the opportunity to attract virtual “investment” in the early stages.

• Development of “21st Century Skills” through gamified interdisciplinary simulations. Students are immersed in complex scenarios requiring the application of AI knowledge combined with critical thinking, communication, creativity, and teamwork to achieve goals. Progress evaluation and feedback is provided by both the AI and other participants in the simulation.

• **Implement a system of micro-qualifications (micro-credentials) with verification on blockchain based on specific competencies demonstrated in projects.**This will allow students to accumulate and demonstrate their skills as they learn them, making learning more flexible and outcome-oriented.

• **Organize regular “AI Ethics Labs” with philosophers, lawyers, and AI ethicists.**Students will analyze real cases, develop ethical frameworks, and discuss the social implications of AI applications, integrating these aspects into their projects.

Proposals to improve the concept and philosophy of “Karic University AI”:

Given the strengths of “Karic University AI” in personalizing AI-assisted learning and accelerated mastery of competencies, as well as the valuable experience of “School 42” in developing autonomy, practical skills and teamwork, it is proposed to complement the concept of “Karic University AI” with the following elements:

• Introduce elements of peer-to-peer learning and active interaction between students. While MANUS AI is strongly supported, opportunities should be created for students to learn from each other, share knowledge and collaboratively solve problems. This can be realized through:

  • Organizing virtual (and if possible, physical) workspaces for collaborative project work.
  • Implementing a peer-review system for certain types of assignments and projects (as implemented in the Karic University AI high school program and is a key element in School 42).**
  • Create student communities and forums to share experiences and ideas.

• Strengthen the practical orientation of learning, inspired by School 42's approach where “doing projects is the main way of learning”. Need to:

  • ** Increase the proportion of real-world projects in the curriculum at all levels.**
  • ** Provide students with the opportunity to work on projects with an open structure, requiring independent search for solutions and mastering new technologies (as in School 42).**MANUS AI can act as a supportive resource, providing necessary theoretical information on request.
  • **Actively engage industry partners to set real-world goals and evaluate student projects.**Consider “reverse internships,” where companies offer students real-world business challenges.

• Create a strong sense of community and belonging as successfully implemented in School 42. This may include:

  • Organizing regular online events (hackathons, workshops, meetings with experts) for students of all majors.
  • Creating mentorship programs where senior students can support junior students.
  • Facilitate the formation of student hobby clubs.
  • Consider creating physical “hubs” or co-working spaces where students can meet to collaborate and socialize (especially under the concept of “community learning centers”).

• Integrate meta-skills (study skills) training into the educational process, as emphasized in the labor market needs analysis. MANUS AI can be a tool to:

  • Providing students with personalized learning strategies and self-regulation.
  • ** Encouraging reflection on learning and identifying effective approaches.**
  • Assess not only subject knowledge, but also independent learning and problem-solving abilities.

• Consider providing 24/7 access to learning materials and assignments, allowing students flexibility in scheduling their time (as in School 42).

• **Implement a micro-qualifications system with verification on blockchain to recognize specific competencies students have mastered during their studies.**Integrate ethics and ethical standards into the learning process.

• **Integrate the ethical dimensions of AI into all curricula, possibly through the creation of specialized modules and labs.

Applying these proposals will allow Karic University AI to maintain its strengths in personalized and accelerated learning, enriching them with elements of practical cooperation, meta-skills development and building a strong community, which will make the educational process even more effective and in demand on the labor market.

Alfa BK University Karic University AI - suggestions for improvement Сравнительный анализ Karic University AI и школы 42 - предложения по совершенствованию