Co-Design for Inclusion - Ethics4EU

In our increasingly digital world, the acceleration of disruptive technologies during the COVID-19 pandemic has brought technologies like Artificial Intelligence into the mainstream. However, not all groups have benefited equally, and some, such as individuals with disabilities, have been left behind. Data from the 2017 Current Population Survey revealed that these individuals continued to lag in computer ownership and internet access, driven by physical, mental, and emotional impairments. Additionally, unique ethical, privacy, and safety challenges arose for those reliant on technology, necessitating careful reflection during the software lifecycle.

Accessible design considers the needs of people with disabilities, ensuring that products and services can be independently used by a variety of individuals. While accessible design became part of Computer Science curricula at universities, few courses involved students working directly with diverse groups, including those with disabilities, to design and evaluate software. This gap existed because many lecturers lacked the necessary skills to facilitate collaborative sessions with students and community stakeholders. Upskilling in co-design—creating with stakeholders to ensure usability and relevance—was needed.

As part of the Erasmus+ funded Ethics4EU project, educational materials on digital ethics were created, focusing on the unintended consequences of developing technologies without considering user and ethical aspects. Building on this work, frameworks and guidance were developed to create truly inclusive technologies. These aimed to understand how individuals could be left behind, identify biases, and promote inclusiveness from the start of the software development process. A central principle was that technology must be transparent to end users, with approaches involving them directly to understand their unique needs and preferences.

The impacts of this inclusive approach were significant:

- **For persons with disabilities**: Their needs were considered, giving them a voice and empowering them in the software design process.

- **For Computer Science students**: They benefited from innovative pedagogical approaches, enabling them to work with stakeholders and develop technology for real users while building empathy.

- **For Computer Science lecturers**: They developed new skills in designing and delivering curricula.

- **For industry professionals**: They benefited from best practices in software design and development, ensuring their software was usable by a wide range of end users.