Results

Project Outputs
In accordance with the objectives it persues, the project has resulted in a number of outputs:
The Refernce Book, which provides:
i) a glossary of common terminology and references concerning artificial intelligence, which will be used by the project partners and by learners taking part in the PEPAICO learning course.
ii) a list of key references on artificial intelligence, relevant to the scope of the project, to be used by the consortium throughout the project as background material for all planned activities..
- D1.2: Survey report on current and future technological and business trends in artificial intelligence.
It shows that the increasing integration of AI across industries is changing the way businesses operate and interact with their customers. AI is not a tool; it is a powerful instrument that organisations are strategically adopting to improve productivity and efficiency and gain competitive advantage. A closer look at the adoption of AI in the business world shows that companies are increasingly aware of its potential. This is in line with revenue growth forecasts for the AI market, which indicate that companies are recognising the substantial benefits that AI can offer to their businesses. In addition, one of the key drivers of AI adoption is its ability to accelerate decision-making through prediction. This predictive capability enables organisations to adjust their processes, reduce ambiguity and optimise the allocation of their resources with precision.
The impact of AI is spreading across all sectors, leaving a lasting impression.
i) In marketing, AI enables organisations to create personalised and targeted customer experiences with precision. The future is expected to bring advanced personalisation and engagement strategies.
ii) In terms of resources, AI simplifies talent management and improves candidate selection processes. It adapts seamlessly to changes in the virtual working environment, including platforms such as metavers.
iii) The financial sector is being impacted by AI, which is revolutionising customer interactions through chatbots, strengthening risk management practices, improving fraud detection capabilities and transforming wealth management services. All of these advances are aimed at delivering customer experiences.
iv) AI is revolutionising the retail sector by profoundly changing supply chain management, optimising inventory and improving customer interactions. This ultimately leads to greater customer satisfaction.
v) In the manufacturing sector, AI is becoming the backbone of quality control and defect detection, making production more efficient and reliable.
D1.3: Map of the impact of artificial intelligence on businesses and jobs.
D1.3 explains the different AI technologies, presents the impacts that AI will have on different businesses, on the job market and on the way products and services are developed, and provides an example of an AI system that could potentially replace customer service jobs.
D1.3 focuses primarily on the systematic mapping study. This systematic literature review explores sectors where employment is changing due to the impact of AI. These sectors show substitutability mainly due to the application of three AI : expertise, management of non-routine tasks and cognitive abilities. Thanks to these capabilities, medium- and high-skill sectors, which have been less affected by previous automation revolutions, are at risk of being replaced. In the technology, education, healthcare and legal sectors, AI is very likely to completely replace analytical and review work, while causing partial unemployment for the more advanced and ethical decision-making professions. In addition, this study provides future graduates with guidance for learning and upgrading to be more competitive in an industry increasingly dominated by AI. In particular, the study found that workers should focus more on developing human social ethical intelligence, as well as interdisciplinary knowledge and continuous learning. In the era of Industry 4.0, where AI is evolving rapidly, it is necessary to identify the impact on employment caused by AI and the need for learning.  Despite the speed of this evolution and the continued achievement of breakthroughs, these predicted impacts are justified, and learning needs remain an effective competitive advantage in the face of AI occupation. Students should find learning and employment intentions, while practitioners should continue to improve in all areas to avoid becoming obsolete. This study provides an overview and future research should focus on trends in the impact of AI on industries and delve deeper into the specific impact on particular industries.
Variations in change should also be identified as a function of economic development, industry structure and policies in different countries.
- D2.1: Training needs of target groups.
The survey showed a broad geographical representation, with significant participation from Colombia, France and Finland. Older age groups, particularly those aged 40 and over, showed significant engagement with AI-related topics, highlighting their active interest or exposure to AI.
i) Respondents came from a variety of professional backgrounds, primarily from the employment and entrepreneurial sectors, reflecting the growing influence of AI in the professional realm.
ii) Participants have largely positive feelings about AI tools, which they are actively integrating into their daily activities. However, concerns about the wider socio-economic implications of AI, particularly its effects on jobs, future prospects and wages, were evident.
iii) Although respondents had a strong grounding in traditional areas such as mathematics and computer science, knowledge gaps were noticeable in emerging areas of AI such as robotics, governance and ethics. Their desire for further education in areas such as ‘machine learning’, ‘AI governance’ and ‘robotics’ highlighted the importance and urgency of contemporary education in contemporary AI.
iv) Perceptions of AI education have highlighted its laudable accessibility. However, apprehensions about its cost and the prerequisite knowledge required persist. The potential of AI in the fields of business, the environment and logistics was strongly recognised, while its effectiveness in solving social problems received a more reserved response.
v) Participants stressed the need for versatile and accessible AI learning methods, practical training and a genuine commitment to mastering the field..
-D2.2: Expected learning outcomes.
The study resulted in five training modules with the following learning needs:
i) What is AI?
At the end of this module, the student will be able to obtain:
- A deeper understanding of AI ;
- An overview of the applications and impact of AI;
- Awareness of future trends and directions;
- Preparation for further learning.
ii) How is AI impacting the industry?
On completion of this module, students will be able to:
- Discuss the role and impact of AI in improving business processes ;
- Identify how AI is currently used in different business processes;
- Understand the benefits of AI in marketing, human resource management, finance, retail and manufacturing
iii) How does AI affect the design of products, services and society?
On completion of this module, students will be able to:
- Identify and understand how AI is used in product design, from idea generation to design optimisation and product customisation.
- Collaborate effectively with professionals from different disciplines, such as designers, engineers, data scientists and user experience experts, to integrate AI into the product design process ;
- Identify and understand how AI can be applied to the design, delivery and improvement of services through service personalisation, process automation, demand prediction and customer experience optimisation ;
- Understand the importance of user-centred design in the context of services and how artificial intelligence can be used to improve the user experience and meet customer needs and expectations;
- Analyse how artificial intelligence affects the economy, including the labour market, the automation of jobs, the creation of new jobs and the transformation of entire industry sectors.
- Critically analyse information about AI, evaluate different points of view and arguments, and form an informed opinion about the impact of AI on society.
iv) Working with AI
On completion of this module, students will be able to:
- Understand the basics of how AI works ;
- Understand the strengths of AI compared with other tools;
- Understand the fundamental limitations of AI;
- Recall examples of successful and unsuccessful applications of AI in different types of work.
v) Ethical concerns related to AI
On completion of this module, students will be able to:
- Understand the basics of how AI ethics work
- Understand the ethical needs of AI and why they are of concern
- Recall examples of AI failures due to ethical issues and how they have been addressed.
- D2.3: Specification of the training format.
The analysis of training needs carried out in D2.1 highlighted that all respondents, regardless of the group to which they belong, need courses on the potential of AI at work and consider that AI has a positive impact on businesses.
Based on the experience of the partners in training students (IPAG, LUT and UNIR) and professionals and entrepreneurs (Innogate and NBI), the following approach was identified for the training format depending on the target group:
- For students: Face-to-face and online training classes, complemented by the microlearning opportunities offered by PEPAICO's distance learning platform and online course, as well as access to PEPAICO's video testimonials on AI at work and in the library ;
- For professionals and entrepreneurs: Face-to-face training with an invitation to register for PEPAICO's online course.
- D3.1: Library of uses of artificial intelligence by individuals and organisations. 
The aim of this product is to build up a library of examples of how artificial intelligence can be used to improve careers or businesses through the transfer of knowledge based on the practical experience of other users. In this way, the library complements the training material developed in this IO with knowledge of innovative experiences implemented in different sectors. The library of uses of artificial intelligence is a resource that provides a practical complement to the training material developed by the PEPAICO project. The format of this usage library combines articles and other reading material with videos. In this way, the aim is to cover a wide range of resources that will inspire users of different kinds, as well as educational and professional circles. The training material is structured around eight themes, covering a wide range of topics from a generic view of AI to specific sectors:
i) What is AI and how does it work?
ii) How does AI affect existing businesses? AI in finance
iii) How does AI affect existing businesses? AI in marketing
iv) How AI affects existing businesses: AI in retail
v) How AI affects existing businesses: AI in Manufacturing
vi) How is AI affecting the design of products, services and society?
vii) Working with AI
viii) AI and ethical concerns
Each module contains the following elements
- 2-minute introductory video
- 15-minute video
- Quiz
- Additional learning material
The PEPAICO modules have been developed to meet the needs of the project for different types of target group. To this end, audiovisual and written materials have been produced, supplemented by testimonial videos and a repository of learning materials. In addition, a teacher organising a face-to-face event can use all this material as a basis for the event.
-D3.3: Learner assessment material
Overall, the e-learning platform was designed and developed to meet the requirements of the project for several types of target audience. To this end, an open online course has been created to provide information in audio-visual and written form, supplemented by video testimonials and a repository of learning materials that a teacher organising a face-to-face event can use as the basis for the event.
The two delivery formats, self-learning with the learning platform and the event organised face-to-face with participants, were tested at trial events, from which observations and feedback were gathered.
Based on these observations, the overall difficulty, ease of use and understandability of the material is such that the material is useful to different types of users and provides useful information about artificial intelligence to a user with varying degrees of experience of the subject.
Test users commented that the entry level of the material was suitable for self-study and self-assessment, and that in the face-to-face test, students were able to help each other without the need for substantial prior experience of artificial intelligence or technical skills such as programming. In addition, test users commented on the ease of use of the material as an entry point for studying or understanding topics related to artificial intelligence in a wider context, demonstrating that the PEPAICO system developed has fulfilled its requirements and can be used in the contexts for which it was originally designed.
- D4.1: The distance learning platform.
D4.1 provides an overview and comparative analysis of available Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) (open and proprietary). The paper has been written to inform the selection of the most appropriate LMS to be adopted by the project to support the delivery of the planned open course on artificial intelligence, based on the outcomes of PR1, PR2 and PR3.
After extensive comparative analyses of open source LMSs and LMSs on the one hand, and enterprise LMSs and LMSs on the other, it was finally decided to choose Moodle for the PEPAICO course, for four main reasons:
● It fully meets the requirements outlined in the introduction.
● It is fully modular, and can therefore be adapted to the needs of the course that might emerge during the course preparation phase (and the pilot phase) without any need for programming.
● It is scalable, meaning that it can be equipped with other tools for future editions of the course beyond the pilot phase (adding instances such as Drop Box, Threaded Discussion, Message Of The Day, News/RSS, Repository Search, Web Content, WebDAV, Wiki, etc.).
- D4.2 : The microlearning and self-assessment platform: https://kt.unir.net/access/?course=pepaico 
i) The PEPAICO LMS is structured as follows:
● A Glossary section provides access to the AI Glossary. The PEPAICO AI Glossary presents a list of relevant terms and topics related to AI and explains them with a common language to meet the needs of the project's target group, namely: entrepreneurs, workers and students/job seekers who do not know much about AI and want to know more.
● The self-assessment questionnaire: five questions per module, with multiple answers and immediate feedback on the correctness of the answer, to enable self-assessment).
In addition, the PEPAICO LMS offers
● Access to additional content based on learners' questions and needs via :
- The PEPAICO Chatbot: the chatbot is trained to provide ad-hoc answers to learners' AI-related questions, drawing them from module content and directing learners to a specific part of the course for more information. The chatbot is also linked to ChatGPT so that if the PEPAICO chatbot is unable to provide an answer, ChatGPT does (the learner is always alerted to the source).
- The PEPAICO glossary, which provides a simple definition of the main terms associated with AI.
● Access to additional content through interconnection with other learners via Video Testimonials, which offers a testimonial from 12 representatives of the PEPAICO target group on the importance of AI in the workplace.
The microlearning experience was structured as follows:
● The PEPAICO online course, structured in five modules and available in four languages (English, French, Finnish and Spanish), offers the opportunity to learn the main features of AI useful in the professional environment.
● The PEPAICO chatbot is a chatbot developed on an ad hoc basis: it is capable of interacting with learners and providing ad hoc feedback on AI-related topics.
● There are 12 testimonials, consisting of short videos in which representatives of the target group (entrepreneurs, students/job seekers and workers from Finland, France and Spain) talk about their vision and experience of AI at work.
● It is one of the LMSs currently used by UNIR, which can provide all kinds of technical and user support on the LMS to PEPAICO learners and facilitators.
Ultimately the PEPAICO LMS is not just an LMS: it is an online microlearning and self-assessment environment that engages with learners through the PEPAICO Chatbot and provides valuable resources to increase knowledge and skills in AI at work.
- D4.3: Video testimonials
Twelve video interviews were conducted by all partners in the countries involved in the project (Spain, Finland and France) and they represent all categories of target groups: five entrepreneurs, one job seeker, five professionals/workers and one AI teacher.
The 12 video testimonials are available in the PEPAICO LMS as an additional learning resource allowing learners to see how AI can be exploited in practice and have a positive impact on people's working lives.