Whole-Person Education for AI Engineers

This collaborative autoethnographic study, involving 14 diverse stakeholders, explores the need for interdisciplinary AI engineering education, utilizing a whole education theoretical approach. It argues that current paradigms overemphasize technical skills, neglecting crucial ethical and societal considerations. Key motivations driving the call for change include integrating global perspectives, bridging the academia-industry gap, incorporating ethics and societal impact analysis, and fostering interdisciplinary collaboration. The findings challenge the myths of technological neutrality and technosaviourism. The study advocates for educating AI engineers with not only technical prowess but also the ethical awareness, social responsibility, and interdisciplinary understanding essential for navigating the complexities of AI development responsibly. It offers insights for transforming AI education to ensure conscientious technological advancement.