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The Use of AI in Educational Environments and the Children's Right to Freedom of Thought and Conscience

Wesslén, Louise LU (2025) JURM02 20251
Department of Law
Faculty of Law
Abstract
This thesis investigates the use of AI within the educational environment, specifically the school environment, and the potential challenges and barriers for article 5(1)(a) AI Act, to ensure the realization of the children’s right to freedom of thought and conscience, under article 14 UNCRC.
The research questions are: How does article 5(1)(a) AI Act ensure the realization of the children’s right to freedom of thought and conscience, under article 14 UNCRC, within the context of AI use in an educational environment? What potential barriers are there for ensuring the realization of the children’s right to freedom of thought and conscience? What are the potential solutions to such potential barriers? Through the use of European legal... (More)
This thesis investigates the use of AI within the educational environment, specifically the school environment, and the potential challenges and barriers for article 5(1)(a) AI Act, to ensure the realization of the children’s right to freedom of thought and conscience, under article 14 UNCRC.
The research questions are: How does article 5(1)(a) AI Act ensure the realization of the children’s right to freedom of thought and conscience, under article 14 UNCRC, within the context of AI use in an educational environment? What potential barriers are there for ensuring the realization of the children’s right to freedom of thought and conscience? What are the potential solutions to such potential barriers? Through the use of European legal method, legal dogmatic method, legal analytical method as well as elements of legal political argumentation, the thesis aims to answer these questions.
Article 5(1)(a) AI Act, provides a good foundation for the potential to ensure the realization of the children’s right to freedom of thought and conscience, through its ability to prevent manipulative AI systems from being used, placed or put into service on the EU market. However, there are several potential barriers that might prevent this, such as lack of relevant research and difficulties to identify manipulative AI systems. There are various potential solutions that might resolve or potentially resolve the potential barriers such as: an increase of investments in relevant research areas; collaboration between schools and relevant authorities; and regular evaluations of AI systems used in school environments for educational purposes. However, it is important that these potential solutions are regarded as parts in a bigger machinery, a collaboration in which each part provides an important function. (Less)
Abstract (Swedish)
Denna uppsats handlar om användning av artificiell intelligens i skol- och
utbildningsmiljö, samt de potentiella utmaningar och hinder som finns för artikel 5(1)(a) AI förordningen, att försäkra uppfyllandet av barns rätt till
tanke- och samvetsfrihet, i artikel 14 Barnkonventionen.

De aktuella frågeställningarna i denna uppsats är: Hur försäkrar artikel 5(1)(a)
AI förordningen uppfyllandet av barns rätt till tanke- och samvetsfrihet, artikel 14 Barnkonventionen, i samband med användning av AI i skol- och utbildningsmiljö? Vad finns för potentiella hinder för att försäkra uppfyllandet av barns rätt till tanke- och samvetsfrihet? Vad finns det för potentiella lösningar till sådana potentiella hinder? I denna uppsats används... (More)
Denna uppsats handlar om användning av artificiell intelligens i skol- och
utbildningsmiljö, samt de potentiella utmaningar och hinder som finns för artikel 5(1)(a) AI förordningen, att försäkra uppfyllandet av barns rätt till
tanke- och samvetsfrihet, i artikel 14 Barnkonventionen.

De aktuella frågeställningarna i denna uppsats är: Hur försäkrar artikel 5(1)(a)
AI förordningen uppfyllandet av barns rätt till tanke- och samvetsfrihet, artikel 14 Barnkonventionen, i samband med användning av AI i skol- och utbildningsmiljö? Vad finns för potentiella hinder för att försäkra uppfyllandet av barns rätt till tanke- och samvetsfrihet? Vad finns det för potentiella lösningar till sådana potentiella hinder? I denna uppsats används EU-rättslig metod, rättsdogmatisk metod, rättsanalytisk metod samt delvis rättspolitisk metod för att besvara frågeställningar.

Artikel 5(1)(a) AI Act skapar en god möjlighet till att försäkra uppfyllandet
av barns rätt till tanke- och samvetsfrihet genom sin förmåga och möjlighet
att förhindra att manipulativa AI system används och placeras på marknaden
inom EU. Men det finns ett flertal potentiella hinder som skulle kunna försvåra detta, såsom brist på relevant forskning samt svårigheter att identifiera
manipulativa AI-system. Det finns dock ett antal potentiella lösningar som
skulle kunna hjälpa till att lösa eller delvis lösa dessa potentiella hinder, bl.a. genom ökad investering inom relevant forskning, samarbete mellan skolor
och relevant myndighet, samt regelbundna utvärderingar av AI system i skol- och utbildningsmiljö. Det är dock viktigt att se dessa lösningar som delar av
ett maskineri, där delarna samarbetar och alla delar fyller en viktig funktion. (Less)
Please use this url to cite or link to this publication:
author
Wesslén, Louise LU
supervisor
organization
course
JURM02 20251
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
AI, Artificial Intelligence, AI Act, Children's rights, UNCRC, Fundamental Rights, Right to Freedom of Thought and Conscience, EU law
language
English
id
9209131
date added to LUP
2025-10-20 08:24:21
date last changed
2025-10-20 08:24:21
@misc{9209131,
  abstract     = {{This thesis investigates the use of AI within the educational environment, specifically the school environment, and the potential challenges and barriers for article 5(1)(a) AI Act, to ensure the realization of the children’s right to freedom of thought and conscience, under article 14 UNCRC. 
The research questions are: How does article 5(1)(a) AI Act ensure the realization of the children’s right to freedom of thought and conscience, under article 14 UNCRC, within the context of AI use in an educational environment? What potential barriers are there for ensuring the realization of the children’s right to freedom of thought and conscience? What are the potential solutions to such potential barriers? Through the use of European legal method, legal dogmatic method, legal analytical method as well as elements of legal political argumentation, the thesis aims to answer these questions. 
Article 5(1)(a) AI Act, provides a good foundation for the potential to ensure the realization of the children’s right to freedom of thought and conscience, through its ability to prevent manipulative AI systems from being used, placed or put into service on the EU market. However, there are several potential barriers that might prevent this, such as lack of relevant research and difficulties to identify manipulative AI systems. There are various potential solutions that might resolve or potentially resolve the potential barriers such as: an increase of investments in relevant research areas; collaboration between schools and relevant authorities; and regular evaluations of AI systems used in school environments for educational purposes. However, it is important that these potential solutions are regarded as parts in a bigger machinery, a collaboration in which each part provides an important function.}},
  author       = {{Wesslén, Louise}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{The Use of AI in Educational Environments and the Children's Right to Freedom of Thought and Conscience}},
  year         = {{2025}},
}