Module Catalogue 2026/27

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

This course aims to provide students with an overview of the societal significance of the deployment of artificial intelligence technology and the regulatory landscape. The students will learn about different theories regarding why societies regulate and how they achieve this task. They will be able to evaluate the societal consequences of using regulation-based, rights-based, and social justice-based approaches to fashioning intervention. The students will be familiar with the different approaches that policy-makers in a number of different countries adopted in order to regulate artificial intelligence technology. They will be able to analyse the benefits and drawbacks of using particular approaches to governing artificial intelligence technology . Additionally, the students will know what role international human rights law has in the governance of artificial intelligence. After taking the course, the students will be able to apply legal norms to the context of the use of artificial intelligence. This course will interest students who wish to work in the policy-making arena, in private practice, in the not-for-profit sector, for companies developing artificial intelligence technology and for international organisations.

Outline Of Syllabus

The proposed outline of the syllabus is as follows, with the proviso that case studies will change each year dependent upon current issues, controversies and developments:


1. The interrelationship between the design of artificial intelligence technologies and societal outcomes
2. The interrelationship between knowledge creation, culture, society and artificial intelligence technology
3. Artificial intelligence technology as a tool of governance
4. Governing artificial intelligence: introduction to the theories of regulation
5. Rights-based approach to governing artificial intelligence technology
6. Case study: artificial intelligence and the right to the freedom of thought, conscience and religion
7. Social justice-based approaches to governing artificial intelligence technology
8. Governing artificial intelligence technology: United Kingdom
9. European Union approach to regulating artificial intelligence technology
10. Understanding artificial intelligence technology and the policy landscape across different countries (case study to be confirmed)

Intended Knowledge Outcomes

At the end of the module students should be able to demonstrate their knowledge and understanding

of:

* How artificial intelligence technology operates and a variety of harms that can occur when organisations deploy this technology

* An appreciation of the fact that human beings, knowledge practices, culture, technology and society are interrelated

* Knowledge of the fact that the development of artificial intelligence technology is changing modes of governance and impacting society more broadly

* Regulation-based, rights-based and social justice-based approaches to governing artificial intelligence technology

* How international human rights law norms apply to artificial intelligence

* The different approaches that a number of countries adopted to regulate artificial intelligence technology

Intended Skill Outcomes

At the end of the module students should be able to demonstrate:

Analytical and abstract thinking

• Be able to interpret and apply concepts and theories in regulation theory, international human rights
law and social justice
• Be able to interpret and apply legal norms to the use of artificial intelligence
• Critically analyse different concepts and theories
• Be able to establish the relationship between the assumptions that one makes, the line of reasoning that one adopts and the conclusions that one draws
• Be able to connect knowledge from multiple disciplines in order to generate a deeper understanding of the issues

Problem solving

• Be able to interpret, analyse and apply international human rights law norms to case studies involving the deployment of artificial intelligence technology
• Be able to interpret, analyse and apply domestic legislation to the context of the use of artificial intelligence


Research

• Be able to locate, retrieve and cite relevant information

Communication

• Be able to communicate clearly and concisely both orally and in writing
• Be able to explain complex concepts in an accessible manner

Teamwork and intercultural competency

• Be able to work effectively as part of a diverse team
• Appreciate the value that diverse perspectives bring to understanding the issues

Teaching Rationale And Relationship

The students will attend 10 research seminars. Each seminar is 2 hours in duration. The students will read the reading materials prior to participating in each seminar. The instructor will facilitate the students as they complete active learning-based activities in groups. Through completing these activities, the students engage with the reading materials and hone the skills which the course is designed to develop. The instructor will provide comments on an ongoing basis in order to enable the students to achieve deeper learning. This approach is appropriate for a postgraduate course because it focuses on the development of critical analysis, problem solving, communication and teamwork skills. Students at the graduate level have experience of reading the materials and identifying the main issues. Since some of the students have a non-law background, the instructor will incorporate a lecture component into some of the research seminars. The amount of time which the instructor spends on the lecture component will decrease as the course progresses in order to enable the students to become more independent.

The students will take part in 2 academic skills activities in class. Each activity is 1 hour in duration. The students will complete a problem-based exercise in groups during each activity. The students may carry out research prior to participating in these activities as preparation. The students will receive feedback and instruction. This activity will enable the students to practice their research, analytical, problem solving and teamwork skills.

I will hold 4 group teaching sessions that last one hour each. The students will tell me what teaching I can provide to them in order to help them with developing their legal skills. I will use this information to deliver teaching. This approach is designed to enable me to provide teaching that is tailored to the needs of the students. Additionally the students will be able to ask questions relating to the course. I will provide information about what further steps the students can take to improve their skills where this is relevant. These sessions support students in their knowledge and skill development. The students have an opportunity to raise issues relating to the module during these sessions.

Assessment Rationale And Relationship

Assignment 1 (summative assessment)

The instructor will provide an essay question. The teacher will formulate the essay assignment in a manner that reduces the likelihood that the students use ChatGPT or similar software to assist them to write their assignments. The students will submit an assignment of 1000 words in length excluding footnotes and bibliography. The purpose of this assignment is to enable the students to practice their analytical and communication skills. This assignment enables students to receive ongoing feedback. The students will use 80% of the material from the reading list in order to write the essay. They can use the knowledge that they gained from doing independent research. However, this information should not exceed approximately 20% of the material being referenced. This is a summative assessment.


Assignment 2 (summative assessment)

The students will write a 2500 word essay. The instructor will formulate an essay question. The teacher will formulate the essay assignment in a manner that reduces the likelihood that the students use ChatGPT or similar software to assist them to write their assignments. Subsequently, the students will conduct research. The students will carry out critical analysis as part of completing the essay assignment. The students will use 80% of the material from the reading list in order to write the essay. They can use the knowledge that they gained from doing independent research. However, this information should not exceed approximately 20% of the material being referenced. This assignment is designed to enable students to gain greater autonomy. As a result of completing this assignment, the students will ameliorate their research, problem solving, analytical and written communication skills. This is a summative assessment.

General Notes

N/A