# ELSI (Ethical, Legal, and Social Issues) Education on Digital Technologies: In the Field of Elementary and Secondary Education

Nagayoshi Nakazono

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Nagayoshi Nakazono. ELSI (Ethical, Legal, and Social Issues) Education on Digital Technologies: In the Field of Elementary and Secondary Education. IFIP World Conference on Computers in Education (WCCE), Aug 2022, Hiroshima, Japan. pp.57-68, 10.1007/978-3-031-43393-1_7. hal-05533306

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# ELSI (Ethical, Legal, and Social Issues)
## Education on Digital Technologies: In
the Field of Elementary and Secondary
Education

Nagayoshi Nakazono(✉) |

Faculty of Global Studies, Reitaku University, Kashiwa, Chiba, Japan
nnakazon@reitaku-u.ac.jp

**Abstract.** This study proposes the need to introduce ELSI (Ethical, Legal, and Social Issues) education on digital technologies in school education, particularly primary and secondary education. Currently, various advanced technologies such as artificial intelligence and data science, are being used in our daily lives. New ethical, legal, and social issues arise with the use of such new technologies, and the concept of ELSI, which examines these issues, is gaining popularity. To properly utilize advanced technologies, it is necessary to involve the general public in ELSI, and education regarding ELSI is necessary to obtain basic knowledge and understanding for this purpose. This paper defines ELSI education as "Learning with ELSI" and emphasizes the necessity of introducing ELSI education in primary and secondary education. To implement ELSI education, teachers must have sufficient knowledge of ethics, law, and society, and be up-to-date regarding the changes in the information society. ELSI education should not be introduced as an entirely new education but as a new concept assimilated in existing education. This paper introduces a practical example of using a chatbot as a subject and presents a practical form of ELSI education. In this age of advancing technologies, it is important to incorporate ELSI education in the curriculum at the elementary and secondary levels based on the developmental stage of learners.

**Keywords:** ELSI education · Ethics · Elementary and secondary education · Artificial intelligence · Advanced technologies

# 1 Introduction

## 1.1 Research Background

This paper proposes the need to introduce ELSI education on digital technologies in school education, such as elementary and secondary education. ELSI is an acronym for Ethical, Legal, and Social Issues.

In recent years, various digital technologies have been developed with which our lives have become deeply involved. For example, home appliances equipped with artificial intelligence (AI) are now common and can be easily purchased by
electronics retailers. Robots are widely being used in factories and stores. Various new technologies are being utilized not only in hardware, such as robots, but also in software, such as big data.

As new technologies and products are developed and become available for use in our daily life, we must use them “correctly.” However, new technologies sometimes cannot be explained by conventional “correctness.” To utilize new technologies, it is necessary to define “correctness” suited to those technologies and apply it to actual utilization. Although the abstract expression “correctness” was used here, in terms of more concrete definition, it is a matter of ethics, law, and society. ELSI is a framework for discussing these implications. The consideration of ELSI has been emphasized when developing and applying new technologies.

In recent years, school education, including elementary and secondary educa-
tion, has increasingly been dealing with digital and advanced technologies such
as AI [1] and data science [2]. However, simply introducing digital and advanced
technologies is not sufficient to understand their essence. To properly under-
stand and appropriately utilize advanced technologies, it is necessary to cor-
rectly understand their essence. This means that ELSI of digital and advanced
technologies must be addressed in school education.

## 1.2 Purpose and Significance of This Study

The purpose of this study is to define ELSI education and clarify the significance of introducing ELSI education in elementary and secondary education. To set the background, we will identify the relationship between advanced technologies, such as digital technologies and ethics, and examine how these are dealt with in school education in the digital age.

ELSI education has not been extensively discussed in the context of school education. Although there are references to the concept of ELSI in the literature, including the CS Standards by the Computer Science Teachers Association [3], its practice in schools is insufficient. This study introduces the concept of ELSI to the educational community and lays the groundwork for enabling ELSI-aware practices in the education of digital technologies. This research will make the education of digital technologies in school education more important and will help to develop human resources who can “correctly” utilize various advanced technologies.

## 2 What is ELSI?

### 2.1 Origin and Overview of ELSI

Though ELSI is an acronym for “Ethical, Legal and Social Issues,” in some con-
texts, it may also stand for “Ethical, Legal and Social Implications.” In Europe,
it is also synonymously termed ELSA, an acronym for “Ethical, Legal and Social
Aspects.”
The National Institutes of Health (NIH) of the United States (US) established the Office for Human Genome Research in 1988 to conduct full-scale research on the human genome [4,5]. J. D. Watson, the director of this organization, decided that a portion of the project budget should be allocated for research on ethical and social issues, which is commonly understood as the beginning of ELSI. Thus, it is a concept that has spread from life sciences to other fields, and research on ELSI has been active in the life sciences, medical, and pharmaceutical fields.

Science and society have many points of contact [6]. ELSI is an examination of the ethical, legal, and social issues and implications of science, technology, and research. As technology advances and research proceeds, examining its ethical, legal, and social aspects is an important perspective in the social implementation of technology and research. Zwart and Nelis stated that ELSI is characterized by “proximity,” “early anticipation,” “interactivity,” and “interdisciplinarity” [7].

- proximity: embeddedness in scientific programmes

- early anticipation: of issues, publics and those responsible for dealing with these issues

- interactivity: to encourage stakeholders and publics to assume a more active role in co-designing research agendas

- interdisciplinarity: to bridge the boundaries between research communities such as bioethics and STS (science and technology studies)

## 2.2 Relationship Between Ethics, Law, and Society

Although ethics (E), law (L), and society (S) are closely related to each other, they are different concepts. Here is a summary of these relationships, with reference to Kishimoto's explanation [8]. Ethics (E) are the norms on which people should rely in society. Though they change in the long term, in the short term they are stable. Ethics serve as the foundation of law. Law (L) is influenced by both ethics and society. Society (S), also known as public opinion, is changeable and unstable.

Ethical, legal, and social issues are related to each other, and each may have a different opinion. For example, consider the act of a student asking a friend to let them copy the homework. This act is not a legal problem if the friend agrees (L). However, from an ethical standpoint, the value that “homework should be done on one’s own” is expressed, and this behavior is judged to be inappropriate (E). If this action is posted on social networking sites, it could be at risk of social criticism (S). Thus, ELSI should be considered from multiple perspectives, taking ethics, law, and society into account.

## 2.3 RRI: Responsible Research and Innovation

ELSI is a concept that has developed mainly in the US, whereas Responsible Research and Innovation (RRI) has been proposed as a similar concept in Europe. RRI is defined as follows (cited from page 3 of [9]):
Responsible Research and Innovation (RRI) refers to the comprehensive approach of proceeding in research and innovation in ways that allow all stakeholders that are involved in the processes of research and innovation at an early stage (A) to obtain relevant knowledge on the consequences of the outcomes of their actions and on the range of options open to them and (B) to effectively evaluate both outcomes and options in terms of societal needs and moral values and (C) to use these considerations (under A and B) as functional requirements for design and development of new research, products and services.

One of the characteristics of RRI is that it is future-oriented as opposed to the self-reflective aspects of ELSI. In fact, it is an extension and development of the concept of ELSI. The RRI approach has been incorporated into the EU's research and innovation program, Horizon 2020 [10], and its follow-up, Horizon Europe [11].

## 2.4 Recent Trends in ELSI: Examples from the Field of Artificial Intelligence

Although ELSI started in the field of life sciences, in recent years, with the diverse development of advanced technologies, it is being increasingly recognized in a variety of fields. As a specific case study, this section presents the trends in ELSI in the field of AI.

In recent years, ample research on ethics in AI, robotics, and the information age have been published [12–14]. It would be meaningful to consider ELSI with respect to these advanced technologies.

Several guidelines have been developed for ELSI in the field of AI.

"Ethically Aligned Design" by IEEE [15] is an ethical guideline for autonomous and intelligent systems. It outlines eight principles: Human Rights, Well-being, Data Agency, Effectiveness, Transparency, Accountability, Awareness of Misuse, and Competence. It is unique in that it was developed by researchers and focuses primarily on ethics in the development and implementation of systems.

The G20 meeting, held in Osaka, Japan in 2019, formulated the "AI Principles" [16]. The five principles are "inclusive growth, sustainable development and well-being," "human-centered values and fairness," "transparency and explainability," "robustness, security and safety," and "accountability." It is meaningful that many countries have agreed on the value of "human-centered AI."

Academic attempts have also been made to pursue ELSI in AI. Ikkatai et al. proposed a method called "Octagon measurement" to quantify society's attitude toward AI technology and attempted to measure AI ethics [17].

## 2.5 Necessity of Public Participation in ELSI

ELSI is an attempt to examine advanced technologies such as life sciences in a professional manner. However, in this experiment, the participation of experts and the general public was necessary.
In discussions on science technologies, the general public is often excluded. However, science and technology are not only utilized in the laboratory (*in vitro*), but also applied in everyday life (*in vivo*). Thus, the viewpoint of the general public, who actually use technologies, is also necessary for science technologies. Soneryd terms this idea the “Technologies of Participation” [18]. For example, in the field of medical genetics, patient support groups have been reported to have a significant influence over both research and clinical services [19].

Based on the concept of “Technologies of Participation,” ELSI on advanced technologies also requires the participation of the general public. To effectively participate in ELSI discussions, it is crucial for the public to have a basic understanding of ELSI. To enable everyone to learn about ELSI, it is considered that ELSI education should be implemented in school education.

# 3 ELSI Education in Elementary and Secondary Education

## 3.1 Definition of ELSI Education

Until now, ELSI has not been adequately discussed in the context of education. Thus, this paper first defines ELSI education.

The role of Information and Communication Technology (ICT) in the curriculum is referenced in defining ELSI Education. UNESCO organizes the role of ICT in the curriculum into the following three categories [20]:

- Learning about ICT: which refers to ICT as a subject of learning in the school curriculum

- Learning with ICT: which refers to the use of ICT

- Learning through ICT: which refers to the integration of ICT as an essential tool in a course/curriculum

With reference to the organization of ICT, the following classifications can be made for ELSI:

- Learning about ELSI: which refers to ELSI as a subject of learning in the school curriculum

- Learning with ELSI: which refers to the use of ELSI

- Learning through ELSI: which refers to the integration of ELSI as an essential tool in a course/curriculum

In this paper, “ELSI education” is defined as “Learning with ELSI,” that is, “education practiced based on the ELSI concept.”

“Learning about ELSI” is education about ELSI itself. As ethics, law, and society, which make up the ELSI, are covered in social studies and other subjects, thus they are not included in ELSI education.

“Learning through ELSI” is an education in which ELSI is an important part of the learning object. Although there are disciplines in which ELSI forms the
core of learning, such as the life sciences in higher education, it is not realistic to treat ELSI as a requirement at the primary and secondary levels.

"Learning with ELSI" includes an education in learning something through the ELSI approach. In primary and secondary education, students study a variety of subjects, such as language and mathematics, and their goals are explicit. "Learning with ELSI" does not change those goals, but introduces ELSI as one of the ways to learn to achieve them. In other words, it positions ELSI as a "tool" for learning. This type of education is referred to as ELSI education.

## 3.2 Introduction of ELSI Education

This paper proposes the introduction of ELSI education in primary and secondary education.

In the education systems of most countries, the subject of primary and secondary education includes "social studies." Although the name of the subject varies in different countries, it generally covers history, geography, economics, civics, philosophy, ethics, and sociology, among others. Thus, in many countries, ethics, law, and society are already part of the school curriculum.

However, most social-studies content is not ELSI education. This is because social studies is about ethics, law, and society *themselves*. After learning about ethics, law, and society, ELSI education focuses on how it relates to things that happen around us.

In previous educational research and practice, ELSI education in primary and secondary education has rarely been discussed. This study proposes the necessity of ELSI education in a country-independent manner, referring to previous studies in Japan [21,22].

## 3.3 Why ELSI Education Is Needed?

Primary and secondary education is studied by all or most citizens in many countries. This means that it requires general learning for the many, rather than specialized learning for the few.

However, the world continues to change dramatically with the development of science and technology. For example, AI has become commonplace for many people in recent years, and many home appliances and other products equipped with AI are now popular in the market. With the spread of ICT, including computers and the Internet, the information people handle has become big data, and people are now expected to process it using knowledge from data science. In school education as well, various advanced technologies have been introduced, including AI and big data.

Furthermore, the introduction of advanced technology requires people to generate a paradigm shift. What humanity has taken for granted in the past will no longer be applicable, and a new common sense will be born. Traditional learning content is of course important, but in addition to that, school education must also deal with new learning content and provide learning adapted to the common sense of the new world.
ELSI education is important to support these new kinds of learning. The paradigm shift caused by the introduction of advanced technology will transform our values. Will the ethical values of the past continue to apply in the future? Are current laws appropriate for the new generation? How is our society changing? To answer these questions, it is necessary to introduce an ELSI perspective to school education.

## 3.4 Ethics, Morality, and Digital Citizenship

Ethics, an element of ELSI education, is a concept that is difficult to interpret.

Morality is a synonym for ethics. Although ethics and morality are recognized as words with the same meaning, they are sometimes distinguished by context. When distinguishing between them, morality is considered personal and normative, whereas ethics is the standard of “good and bad” distinguished by a particular community or social setting [23].

The relationship between morality and ethics in education varies across countries. For example, the US education system differs in each of the states in the country, but “Character Education” is promoted by the federal government in general. Character Education intends to develop virtues based on Eleven Principles that are good for the individual and the society [24]. It is not a concept unique to the US; various studies on it have been conducted around the world, and there is literature discussing it from a philosophical perspective [25]. In recent years, a new definition has been proposed, that focuses on constructing a moral identity within a life narrative [26]. Another example is moral education (doutoku kyouiku), which is being promoted in Japan [27]. Moral education in Japan is characterized by its emphasis on morality rather than ethics.

The distinction between ethics and morality in education is sometimes ambiguous. Especially in primary and secondary education, it may be more desirable for students who do not have specialized knowledge to have ambiguous definitions that fit the everyday context than to seek academically rigorous definitions. However, it is advisable for teachers to be aware of the differences between these concepts to promote ELSI education more appropriately.

Digital citizenship education has also become popular in recent years. Digital citizenship appeared in the 2007 edition of the National Educational Technology Standards (NETS) [28] developed by the International Society for Technology in Education (ISTE) in the United States, and was defined later in the 2016 edition of the ISTE Standards [29] as follows (cited from page 3 of [30]):

> Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

The definition of digital citizenship includes “ethics,” and education in the future will also be required to include ELSI education from the standpoint of digital citizenship. From the perspective of the educational community, ELSI education and digital citizenship are relatively new concepts. It will be interesting to see how these concepts can be combined to create a new type of education.
# 4 Perspectives on Promoting ELSI Education

## 4.1 Directions for ELSI Education on Digital Technologies

To implement ELSI education, it is necessary to understand not only ethics, law, and society, but also the background of advanced technologies such as digital technologies. In particular, legal issues (L) are often set by following technological innovations, and it is essential to consider society and ethics from the aspect of technology to predict and examine legal trends.

In contrast, in many countries, school education covers so much content that there is not enough scope to introduce new aspects of learning. Therefore, it is important to consciously develop ELSI education in primary and secondary education based on the existing content on social studies and advanced technology, rather than education that is constructed from full scratch.

Figure 1 illustrates the relationship between existing studies and ELSI education. The latter is not to be added as an entirely new education, but rather introduced as a new concept within the existing education. In other words, teachers can implement ELSI education by introducing the ELSI concept while maintaining their existing curriculum.

<figure><img src="image_3.png" /><figcaption>Fig. 1. Positioning of ELSI Education</figcaption></figure>

## 4.2 Preparation for Teachers to Implement ELSI Education

To implement ELSI education, it is necessary for teachers who teach it to have sufficient knowledge of it. In particular, they must consider teaching materials for ELSI education from the perspective of each of the ELSI elements: ethics, law, and society.

In addition, in order to implement ELSI education, teachers must be equipped with the qualities to deal with “questions for which there are no right answers.” Many of the issues that school education has dealt with in the past have had clear answers. Nevertheless, there are many ELSI-related subjects for which the correct answer is unclear, and many of them pose dilemmas. For example, the “trolley problem” [31], a well-known ethical and moral problem, is one in which no matter which decision is chosen, it is difficult to say that it is the “right” answer. ELSI education needs to address these questions for which there are no “right” answers. Of course, this trend is not only common in ELSI education, but also in all education in recent years.
ELSI education on advanced technologies also needs to keep pace with
changes in the information society. Teachers should keep up-to-date with not
only the ELSI elements of ethics, law, and society, but also the advanced tech-
nologies to which they are applied.

Some teachers who teach subjects related to the humanities and social sci-
ences may have little knowledge of computing. However, today and in the future,
society will be driven by digital technologies. Therefore, faculties in any discipline
must have the minimum knowledge of digital technologies, including computing.
ELSI education in the new era will involve teachers' knowledge of their field of
expertise as well as digital technologies.

## 4.3 Example of ELSI Education in Practice

As a specific example of ELSI education, this paper examines a case study of the topic of machine-learning chatbot statements. In this case, the chatbot is assumed to be a bot that replies to the text it receives on social networking services such as Twitter with an answer obtained through machine learning such as deep learning.

Chatbots are used in a variety of places, including social networking services and corporate websites. They are also likely to be familiar among students. In recent years, chatbots have come to be able to respond as naturally as if they were real people, powered by AI (machine learning, such as deep learning), which inputs a large number of sentences as training data.

However, some chatbots have learned inappropriately, whereas others have come to give answers that make their communication partners uncomfortable. A representative example is “Tay” by Microsoft Corporation<fnref n="1" />. Tay, which appeared on Twitter in 2016, was equipped with AI that learned from users’ mentions (conversations). However a few hours after its release, Tay began making discriminatory and inappropriate comments, and it was finally shut down.

What if we examine the incident of Tay from the perspective of ELSI? While it is possible to judge that discriminatory remarks are wrong, even if they are made by an artifact, the question remains as to whether Tay, which does not think for itself, is responsible for its own words. If there is no responsibility, there is no rational reason to suspend Tay because of human selfishness. Where does responsibility lie in such cases? Thus, when learning about AI, it is necessary to consider the concept of responsibility, which reinforces the importance of ELSI education. Alternatively, it may be argued that such details are no longer an issue and that only the fact that discriminatory statements were released into the public domain should be discussed. Some are alarmed by the technologies on which Tay is based. This may be an opportunity for young people to become interested in machine learning.

ELSI education on Tay can be implemented at the elementary education level. Although Tay is an AI, its statements of right and wrong currently follow the same standards as those of humans. In elementary school, for example, students

<footnote n="1">¹ TayTweets (@TayandYou) on Twitter https://twitter.com/tayandyou.</footnote>
could be asked to think morally about the good and bad of Tay's statements, and after making them aware of the difference between good and bad statements, they could be asked to think about the case where the statement was made by a non-human. In this context, the “non-human” entity could be thought of as an AI or pet, which would be easier for children to think about.

Thus, there is no uniform point of view regarding the ELSI perspective. As a case in which a chatbot “failed” is being discussed, there may be a lot of negative opinions about chatbots. However, from the viewpoint of “Does the chatbot have responsibility?”, there will be opinions that sympathize with them, which are pushed around for human convenience. Of course, it is necessary to carefully consider whether these opinions are based on universal principles (ethics) or individual moral values (morality).

The situation in which AI (machine learning) makes such biased decisions is called “algorithmic bias” [32]. If learners’ knowledge and motivation are sufficient, it may be important to explain such technical issues in ELSI education from an ELSI perspective.

# 5 Conclusion

This paper presents an overview of ELSI (Ethical, Legal, and Social Issues), which is becoming increasingly important with the development of advanced technologies, and discusses the necessity of introducing ELSI education in primary and secondary education. The three categories of how ELSI is treated in education are “Learning about ELSI,” “Learning with ELSI,” and “Learning through ELSI.” “Learning with ELSI” education is defined as ELSI education in elementary and secondary education. We suggest that ELSI education should not be added as an entirely new education, but rather introduced as a new concept in existing curriculum.

This study provides only a superficial description of ELSI education and a general framework for its implementation. In actual ELSI education, each teacher is required to deepen their understanding of ELSI and examine various teaching materials carefully from various perspectives.

Ethics, law, and society have a long history as disciplines and educational subjects. However, it has not been sufficiently practiced to examine various technological innovations while relating them to each other. In the future, advancing technologies innovations will be born one after another, and the technologies will be commercialized and made available to the general public, including children. Rather than failing to use consciously, promoting ELSI education while keeping pace with the speed of technological innovation will allow advanced technologies to be used more appropriately and effectively, and will be the driving force behind the creation of the next advanced technologies. For this purpose, it is important to promote ELSI education that is appropriate for the developmental stage of learners from the early stage of primary and secondary education, without waiting for later stages of education or professional life. ELSI should be regarded as a “handle” for realizing better education and promoting its practice.
**Acknowledgements.** This work was supported by JSPS KAKENHI Grant Numbers 17K14048, 21K02864, and JST RISTEX Grant Number JPMJRX17H3, Japan.

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