Pilot Project: Assessing Trustworthiness of the use of Generative AI for higher Education.

I, personally and as president of ENSA (European Education New Society Association), fully endorse and support this pilot project of the well known Z-inspection® initiative. It is time to assess the impact and potential of generative AI on Universities and, in this respect, I believe the Z-inspection process, in combination with the European Commission ALTAI and UNESCO policy guidance, is best placed to achieve significant and inspiring results.

 Gerald Santucci 

This pilot project of the Z-inspection® initiative  (https://z-inspection.org) aims at assessing the use of Generative AI in higher level education considering specific use cases. 

For this pilot project, we will assess the ethical, technical, domain-specific (i.e. education) and legal implications of the use of Generative AI-product/service within the university context.

We follow the UNESCO guidance for policymakers on Geneative AI and education. In particular the policy recommendation: Pilot testing, monitoring and evaluation, and building an evidence base.

Expected Output: a number of best practices, a white paper and a peer reviewed journal article on the various best practices, and a set of recommendations for each specific use case. Such recommendations could be also useful for helping clarify the Guidelines that policy makers and universities are creating for this.

Participants (over 170 participants from around the world! See list below)

– Affiliated Labs: https://z-inspection.org/affiliated-labs/

– Members of the Z-inspection® initiative: https://z-inspection.org

– Ministries and Universities

– Specialized agencies

– Individuals


Use of AI in Marking and Providing Feedback to Graduate Students for Individual Written Assignments in Health Informatics Courses 

Dalla Lana School of Public Health, University of Toronto, Canada


Dr. Karim Keshavjee, Assistant Professor, Institute for Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto

Jennifer Tin, Adjunct Professor, IHPME, Dalla Lana School of Public Health, University of Toronto

Parisa Osivand, Adjunct Lecturer, IHPME, Dalla Lana School of Public Health, University of Toronto

Description of the use case: Marking and providing feedback on narrative assignments is time consuming and cognitively taxing.  This leads to delayed and terse feedback that may not be satisfactory to the learner.  Can AI be used to speed up marking and provide more substantive feedback to learners?

Distributed steering committees

The pilot project is lead by distributed steering committees by geographical areas, as follows:

– Africa :


Tal Edgars, Prof. Dr.

UNESCO Inclusive Policy Lab expert. 

Chairman of the National Master Plan Task team in South Africa in Social Entrepreneurship and Social Development.  Group Executive Chairman GBSH Consult Group.

City of Johannesburg, South Africa.

Expertise: Strategy, Economics, Ethics and Governance, AI and 4IR, Sustainable Finance and Taxonomy Modelling

Stella Namuganza,

Uniklinikum Bonn, Germany. 

Expertise: digital health technologies

Omigbile Olamide, Project Associate, Centre for Health Ethics Law and Development,

Lagos, Nigeria

Expertise: Programs l Data Management l Research.

– Australia, Malaysia :


Caslon Chua, Acting Department Chair,

Computing Technologies, School of Software and Electrical Engineering, Department of Computer Science and Software Engineering

Swinburne University of Technology, Melbourne, Australia

Expertise: Computer Science

Catarina Moreira, Associate Professor | UNESCO Co-Chair AI&XR, Lead Research Scientist, HTI

Human Technology Institute,  (HTI), University of Technology Sydney 

Expertise: explainable AI, more specifically explainable user interfaces and counterfactual explanations; causality and probabilistic graphical models; eye-tracking for deep learning

Sian Lun Lau, Professor and Head, Department of Engineering, Associate Dean (Internationalisation)
Cluster Lead, Sunway DataXSight Research Cluster, School of Engineering and Technology, Sunway University, Malasya

Expertise: Computer Science

BeeTheng Lau,  The Laboratory for Ethical and Trustworthy AI in Practice at the Swinburne University of Technology Sarawak Campus (Sarawak, Malaysia)

Expertise: Computer Science

– Canada


Somaieh Nikpoor , The Trustworthy AI Lab @ TIM, Carleton University (Ottawa, Canada)

Expertise: ethics, certified Z-Inspection® instructor.

Andreane Sabourin Laflamme, Ethical Assessment for Trustworthy AI at LEN.IA – AI & Digital Ethics Lab (Montréal, Québec, Canada).

Expertise: ethics, 


Frédérick Bruneault , Ethical Assessment for Trustworthy AI at LEN.IA – AI & Digital Ethics Lab (Montréal, Québec, Canada).

Expertise: ethics, certified Z-Inspection® instructor

Martin Petrin , Western University, Canada  

Expertise: Law.

–  Europe and UK:


Elisabeth Hildt , The Trustworthy AI Lab at L3S Research Center Leibniz, University Hannover (Hannover, Germany)

Expertise: ethics, certified Z-Inspection® instructor

Magnus Westerlund ,   The Laboratory for Trustworthy AI at Arcada University of Applied Sciences (Helsinki, Finland). Finland

Expertise: AI, certified Z-Inspection® instructor

Henrika Franck , The Laboratory for Trustworthy AI at Arcada University of Applied Sciences (Helsinki, Finland). Finland

Expertise: ethics,

Emilie Wiinblad Mathez , Switzerland

Expertise: law, human rights, certified Z-Inspection® instructor


Alen, Anette K , Faculty of Law University of Helsinki, Finland

Expertise: Law

Alessio Gallucci, The Netherlands

Expertise: AI , certified Z-Inspection® instructor

Frode Ramstad Johansen , Trustworthy AI Lab at the University College Østfold, (Fredrikstad, Østfold, Norway)

Expertise: Innovation

Pedro  Kringen, Trustworthy AI Lab at the University College Østfold, (Fredrikstad, Østfold, Norway)

Expertise: certified Z-Inspection® instructor

Pedro Moreno Sanchez, Trustworthy AI for healthcare Lab, Tampere University (Finland)

Expertise: certified Z-Inspection® instructor

– India:


Gawande, Gokul, The Trustworthy AI in Practice lab at the DY Patil College of Engineering, Akurdi Campus, (Pune, India)

Expertise: technical aspects and overall team oversight activities in India.

Srivastava, Adarsh,  The Trustworthy AI in Practice lab at the DY Patil College of Engineering, Akurdi Campus, (Pune, India)

Expertise: technical aspects and overall team oversight activities in India.

Himanshi Allahabadi , The Trustworthy AI in Practice lab at the DY Patil College of Engineering, Akurdi Campus, (Pune, India)

Expertise: Generative AI from a broad sociotechnical perspective. More specific NLP and LLMs.

Divya Dwivedi, Advocate, Supreme Court of India

Expertise: Law.

Sharmistha Chatterjee,  The Trustworthy AI in Practice lab at the DY Patil College of Engineering, Akurdi Campus, (Pune, India)

Expertise: AI/ML, Cloud Computing, MLOps,   building large-scale distributed ethical AI systems, Responsible AI, LLMs

Ishwar Chavan, The Trustworthy AI in Practice lab at the DY Patil College of Engineering, Akurdi Campus, (Pune, India)
Expertise:  AI technical, ML technical aspects.

Vinayak Kottawar , D Y Patil College of Engineering, India

Expertise: AI technical, SME (Education)

Alessio Gallucci, The Netherlands

Expertise: AI, certified Z-Inspection® instructor

South Korea:

Nam-Jong Paik, MD, PhD
Seoul National University,
Seoul National University Bundang Hospital
Department of Rehabilitation Medicine, Department of Clinical Medical Sciences, College of Medicine
Department of Health Science Technology, Graduate School of Convergence Science and Technology
Interdisciplinary Program in Bioengineering, College of Engineering
South Korea

Expertise: Medicine

Se-young Jung
Chief Information Officer, Seoul National University Bundang Hospital
Associate Professor, Seoul National University Bundang Hospital
Department of hospital information,
South Korea

Expertise: Medicine

Tae In Park, PhD, Academic-Industrial Cooperation Professor,

Seoul National University College of Medicine

Medical Big Data Research Center (MBRC)

SNU Project Group for Education and Research in Medical AI (SNU AI.MED)

South Korea

Expertise: International Development

Jason J. Jung 

Full Professor, Director of Knowledge Engineering Laboratory, 

Chung-Ang University (Seoul, Korea) South Korea

Expertise: AI, Computer Science

Sira Maliphol
Assistant professor of Technology and Society at The State University of New York, Songdo, Incheon.
South Korea

Expertise: Technology and society

Cornelius Kalenzi
Postdoctoral Researcher,
Korea Policy Center for the Fourth Industrial Revolution, Korea Advanced Institute of Science and Technology (KAIST)
South Korea

Expertise: digital innovations including artificial intelligence.

–  USA:


Megan Coffee, NYU Grossman School of Medicine, USA

Expertise: certified Z-Inspection® instructor

Elisabeth Hildt , The Ethical and Trustworthy AI Lab at Illinois Institute of Technology’s Center for the Study of Ethics in the Professions (Chicago, USA).

Expertise: ethics, certified Z-Inspection® instructor

 Andy Spezzatti, Taltrics and AI for Good Foundation, USA

Expertise: AI technical.

Renee Wurth, University of Pennsylvania, USA

Expertise:  data scientist, certified Z-Inspection® instructor

Advisory Board

Kiran Bhujun, Professor, Director of the Tertiary Education and Scientific Research Division of the Ministry of Education, Tertiary Education, Science and Technology of the Republic of Mauritius.

Yves Deville, Professor, Université catholique de Louvain. Senior Advisor to the President for the Digital University at UCLouvain. Belgium

Julio Cesar Duhalde, Technical, economic and legal advisor at the Ministry of Economy – Buenos Aires, Argentina.

Erja Heikkinen, PhD, Director General (temp), Ministry of Education and Culture, Helsinki, Finland

Lambert Hogenhout,  Chief Data, Analytics and Emerging Technologies, United Nations, New York, USA.

Jonathan Michie OBE FAcSS, Professor of Innovation and Knowledge Exchange, University of Oxford, Pro-Vice-Chancellor (without portfolio), President of Kellogg College, University of Oxford, UK.

Irina Mirkina, AI Lead, Office of Innovation, UNICEF, Stockholm, Sweden.

Victor Ochen, The African Youth Initiative Network (AYINET). Member of the Advisory Group to the United Nations High Commissioner for Refugees at United Nations- Lira, Uganda.

Sung Jae Park, Ph.D. Research fellow, Korean Educational Development Institute (KEDI). Former Senior Advisor to the Deputy Prime Minister and Minister of Education of the Republic of Korea. Seoul, South Korea.


Willy Tadema, AI Ethics Lead, Rijks ICT Gilde (RIG), Ministry of Interior and Kingdom Relations; AI policy advisor, Ministry of Interior and Kingdom Relations; Member of the Dutch National Standards Body for AI (NEN), The Netherlands.

Peter J. Wells, Head of Education Southern Africa, UNESCO- Harare, Zimbabwe.


An interdisciplinary team of experts will assess the trustworthiness of Generative AI for selected use cases in High Education using the Z-Inspection® process: https://z-inspection.org 

Z-Inspection® is a holistic process based on the method of evaluating new technologies, where ethical issues need to be discussed through the elaboration of socio-technical scenarios. In particular, Z-Inspection® can be used to perform independent assessments and/or self-assessments together with the stakeholders owning the use case. 

For the context of this pilot project we define ethics in line with the essence of modern democracy i.e. “respect for others, expressed through support for fundamental human rights”. We take into consideration that “trust” in the development, deployment and use of AI systems concerns not only the technology’s inherent properties, but also the qualities of the socio-technical systems involving AI applications.

Specifically, we consider the ethics guidelines for trustworthy artificial intelligence defined by the EU High-Level Expert Group on AI, which defined trustworthy AI as:

(1) lawful – respecting all applicable laws and regulations 

(2) ethical – respecting ethical principles and values 

(3) robust – both from a technical perspective and taking into account its social environment

And we use the four ethical principles, rooted in fundamental rights defined in [13], acknowledging that tensions may arise between them:

(1) Respect for human autonomy 

(2) Prevention of harm 

(3) Fairness 

(4) Explicability 

Furthermore, we also consider the seven requirements of Trustworthy AI defined by the High Level experts group set by the EU. Each requirement has a number of sub-requirements as indicated in Table 1.

Table 1. Requirements and sub-requirements Trustworthy AI. 

1 Human agency and oversight Including fundamental rights, human agency and human oversight

2 Technical robustness and safety Including resilience to attack and security, fall back plan and general safety, accuracy, reliability and reproducibility

3 Privacy and data governance Including respect for privacy, quality and integrity of data, and access to data

4 Transparency Including traceability, explainability and communication 

5 Diversity, non-discrimination and fairness Including the avoidance of unfair bias, accessibility and universal design, and stakeholder participation

6 Societal and environmental wellbeing Including sustainability and environmental friendliness, social impact, society and democracy

7 Accountability Including auditability, minimization and reporting of negative impact, trade-offs and redress.

While we consider the seven requirements comprehensive, we believe additional ones can still bring value. Two of such additional requirements proposed by the Z-Inspection® initiative are “Assessing if the ecosystems respect values of Western Modern democracy” and “Avoiding concentration of power” .


From the UNESCO guidance for policymakers on AI and education sets out policy recommendations in seven areas:


1. A system-wide vision and strategic priorities 

2. Overarching principle for AI and education policies 

3. Interdisciplinary planning and inter-sectoral governance 

4. Policies and regulations for equitable, inclusive, and ethical use of AI 

5. Master plans for using AI in education management, teaching, learning, and assessment

6. Pilot testing, monitoring and evaluation, and building an evidence base 

7. Fostering local AI innovations for education 


from the Guidelines for the use of AI in teaching at the University of Helsinki Academic Affairs Council 16.2.2023


“Large artificial intelligence (AI)-based language models such as Chat GPT, Google Bard, and DeepL have evolved to the point where they can produce human-like text and conversations and correct and transform text at such a high level that it can be difficult to distinguish the result from human- generated text. It is foreseeable that more such models will emerge, and their functionalities will continue to evolve, so their existence should be taken into account in university teaching and research.

The existence of large language models should be seen as an opportunity. Degree programmes and teachers are encouraged to use AI in their teaching and to prepare students for a society of the future where AI methods will be widely used.

As AI brings new possibilities for producing text whose origin and reliability is unclear, they should be used in a controlled way. Use may be restricted in teaching in situations where the use would not promote student learning.

At EU level, an AI regulation is under preparation, which will also apply to AI systems in education. In addition, there is an ethical policy on AI and its use, as well as an ethical code for teachers1 . The University’s guidelines may be further specified in the light of future regulation and technological developments.” 



1. Policy paper. Generative artificial intelligence in education. UK: The Department for Education’s (DfE) position on the use of generative artificial intelligence (AI) in High Education.  Link to .PDF

2Do Foundation Model Providers Comply with the Draft EU AI Act? Stanford researchers evaluate foundation model providers like OpenAI and Google for their compliance with proposed EU law on AI.  Link

They identified a final list of 12 requirements and scored the 10 models using a 5-point rubric. The methodology for the study can be found here.

3. Leading universities in the UK (the Russell Group universities) have developed a set of principles on the use of generative AI tools in education. Here is the link.

4. Frontier AI Regulation: Managing Emerging Risks to Public Safety arXiv:2307.03718 [cs.CY] LINK

5. Zhaki Abdullah, Students, teachers will learn to properly use tools like ChatGPT: (Singapore Education Minister) Chan Chun Sing, Straits Times, 12 February 2023, LINK

6. U.S. Department of Education, Office of Educational Technology, Artificial Intelligence and Future of Teaching and Learning: Insights and RecommendationsWashington D.C., May 2023, LINK

7. Japanese schools to be allowed limited use of generative AI, Kyodo News, 22 June 2023, LINK

8. Higher Education Webinar: Implications of Artificial Intelligence in Higher Education , Tuesday, June 27, 2023, Council on Foreign RelationsLINK

9. Novelli, C., Casolari, F., Rotolo, A. et al. Taking AI risks seriously: a new assessment model for the AI ActAI & Soc (2023). LINK

10. Academic without Borders, Bimonthly Newsletter n°59, July 2023.

11. On the use of artificial intelligence and in particular of ChatGPT in higher education. (UNESCO). Link to .PDF

12. KU Leuven, Responsible use of Generative Artificial Intelligence (GenAI) in research.These guidelines will be updated with new information and insights to keep them in line with the rapidly evolving technology (last updated June 24, 2023). The further integration of teaching and research guidelines is still on the agenda. LINK

13.Stanford HAI, ChatGPT Out-scores Medical Students on Complex Clinical Care Exam Questions. Jul 17, 2023 |  Adam Hadhazy

14. The Norwegian Consumer Council published a detailed report “Ghost in the machine – Addressing the consumer harms of generative AI” outlining the harms, legal frameworks, and possible ways forward. In conjunction with this launch, the Norwegian Consumer Council and 14 consumer organizations from across the EU and the US demand that policymakers and regulators act.  https://storage02.forbrukerradet.no/media/2023/06/generative-ai-rapport-2023.pdf

15. University of Melbourne: Inquiry into the use of generative AI in the education system. Submission to the House Standing Committee on Employment, Education and Training 14 July 2023. https://about.unimelb.edu.au/__data/assets/pdf_file/0032/396446/UoM-Submission-Inquiry-into-Generative-AI-in-Education-FINAL.pdf

16. Cornell University: Generative Artificial Intelligence for Education and Pedagogy.July 18, 2023. https://teaching.cornell.edu/sites/default/files/2023-08/Cornell-GenerativeAIForEducation-Report_2.pdf

17. The University of North Carolina at Chapel Hill: Teaching Use Guidelines for Generative Artificial Intelligencehttps://provost.unc.edu/wp-content/uploads/2023/07/Teaching-Generative-AI-Use-Guidance_UNC-AI-Committee-June-15-202348.pdf

18. University of Sydney: 13 March, 2023 Students answer your questions about generative AI – part 2: Ethics, integrity, and the value of university. https://educational-innovation.sydney.edu.au/teaching@sydney/students-answer-your-questions-about-generative-ai-part-2-ethics-integrity-and-the-value-of-university/

19. The Berkman Klein Center for Internet & Society at Harvard University: Exploring the Impacts of Generative AI on the Future of Teaching and Learning  https://cyber.harvard.edu/story/2023-06/impacts-generative-ai-teaching-learning

20. Stanford University: Pedagogic strategies for adapting to generative AI chatbots. Eight strategic steps to help instructors adapt to generative AI tools and chatbots. June 19, 2023, Center for Teaching and Learning. https://docs.google.com/document/d/1la8jOJTWfhUdNna5AJYiKgNR2-54MBJswg0gyBcGB-c/edit

21. Council of Europe: ARTIFICIAL INTELLIGENCE AND EDUCATION A critical view through the lens of human rights, democracy and the rule of law.November 2022


22. ANU Centre for Learning and Teaching: Chat GPT and other generative AI tools: What ANU academics need to know February 2023. https://teaching.weblogs.anu.edu.au/files/2023/02/Chat_GPT_FAQ-1.pdf

23.Guidance for Generative AI in education and research | UNESCO, 7 September 2023

24. The Canadian federal government just released its guidelines for using generative AI. These are guidelines for the GoC’s internal use of generative AI.

25. UNESCO Guidance for generative AI in education and research, 2023



First NameLast NameAffiliationCountry
AasthaPantMonash University, Melbourne, VictoriaAustralia
CatarinaMoreiraQueensland University of Technology (QUT)Australia
SubrataChakrabortyUniversity of New England, Armidale , New South WalesAustralia
VishalRanaGriffith University, QueenslandAustralia
CaslonChuaSwinburne University of Technology, MelbourneAustralia
ChrisMcCarthy Swinburne University of Technology, MelbourneAustralia
EnzoPalomboSwinburne University of Technology, MelbourneAustralia
BitaZaferanlooSwinburne University of Technology, MelbourneAustralia
Luc DesaunettesUniversité Catholique de Louvain (UCLouvain), Louvain-la-Neuve,Belgium
Enguerrand MariqueUniversité Catholique de Louvain (UCLouvain), Louvain-la-Neuve,Belgium
Diana MocanuUniversité Catholique de Louvain (UCLouvain), Louvain-la-Neuve,Belgium
RashidianNiki Universitair Ziekenhuis GentBelgium
RobHEYMANVrije Universiteit BrusselBelgium
Alain StrowelUCLouvain and University Saint-Louis, Brussels,Belgium
AnthonyNovaesUniversidade Presbiteriana Mackenzie , São PauloBrazil
Gustavo de Assis Costa Federal Institute of Education, Science and Technology of Goiás – Campus JataíBrazil
TodorIvanovDXC Technology, SofiaBulgaria
Tess BuckleyTrustworthy AI Researcher, Association of AI Ethicists, Humans for AI,  Z-Inspection® Initiative Canada
AndréaneSabourin LaflammeÉcole des médias at the Université du Québec à Montréal (UQAM)Canada
EmmanuelleMarceauÉcole de santé publique de l’Université de Montréal (ESPUM) and Cégep du Vieux MontréalCanada
CameronPiersonLeibniz Universität HannoverCanada
ParisaOsivandUniversity of Toronto Canada
FrédérickBruneaultÉcole des médias at the Université du Québec à Montréal (UQAM)Canada
TonyBailettiCarleton University, Ottawa, OntarioCanada
NikoHildebrandtMcMaster University, Hamilton, Ontario,Canada
Charles Selva-RiveroUniversité de Montréal, MontrealCanada
SomaiehNikpoorCarleton University, Ottawa, OntarioCanada
Western University, Canada 
StoyanTanevCarleton University, Ottawa, OntarioCanada
LianaRazmeritaCopenhagen Business School (CBS)Denmark
HelleCollatz ChristensenUniversity of CopenhagenDenmark
ChristofferBjerre Haase  University of CopenhagenDenmark
JohnBrandt Brodersen University of CopenhagenDenmark
BorisDüdderUniversity of CopenhagenDenmark
DanielHershcovichUniversity of CopenhagenDenmark
Sonia Claudiada Costa SousaTallinn UniversityEstonia
DavidLamasTallinn UniversityEstonia
LaineSamiAalto UniversityFinland
MarkkuSuksiÅbo Akademi UniversityFinland
CamillaWikström-GrotellArcada University of Applied Sciences, HelsinkiFinland
Markvan GilsTampere University, Faculty of Medicine and Health Technology,Finland
Linda MannilaUniversity of Helsinki, Helsinki,Finland
PedroMoreno SánchezTampere University, Faculty of Medicine and Health Technology,Finland
AnetteAlénUniversity of HelsinkiFinland
JarnoTuominenUniversity of TurkuFinland
LeonardoEspinosaArcada University of Applied Science, HelsinkiFinland
MatteoStocchettiArcada University of Applied Science, HelsinkiFinland
MagnusWesterlundArcada University of Applied Sciences, HelsinkiFinland
HannaSormunenFinnish Tax Administration, HelsinkiFinland
ValérieSaintotUniversity of Gloucestershire France / UK
PaulGardinerDocumentum, Inc. SKEMA Business School France
BarbaraSeeligerUniversity Hospitals of StrasbourgFrance
EunikaMercier-LaurentUniversity of Reims Champagne Ardenne (URCA) and lab CReSTICFrance
EmmanuelGoffiHuman Technology Foundation, ParisFrance
BirgittaDrespCNRS, University of StrasbourgFrance
ValerieBürgerBerlin Institute of Health  Charité (BIH)Germany
VinceIstvan MadaiBerlin Institute of Health  Charité (BIH)Germany
DagmarMonett DíazBerlin School of Economics and Law (HWR Berlin)Germany
UlrichKühneHautmedizin Bad SodenGermany
EduardBuzilaOtto-von-Guericke- Universität MagdeburgGermany
Ludwig ChristianHinskeUniversitätsklinikum AugsburgGermany
StephanBraunUniversitätsklinikum MünsterGermany
MarieAlaviUniversity of Applied Sciences Ostwestfalen-Lippe Germany
ThiloHagendorffUniversity of StuttgartGermany
DanielAmthorAmelia LLC, NY, FrankfurtGermany
GemmaRoigGoethe University FrankfurtGermany
DennisVetterGoethe University FrankfurtGermany
ElisabethHildtLeibniz, University Hannover Germany
MichaelLeyerPhilipps-Universität , MarburgGermany
FlorianMösleinPhilipps-Universität , MarburgGermany
Stella Namuganza 
Uniklinikum BonnGermany. 
HolgerVollandbrand eins Medien AGGermany
WolfgangNejdlLeibniz, University Hannover Germany
KarstenTolleGoethe University FrankfurtGermany
MathiasMentzingAnima_Alma NetworkGermany
Sven Schuchardtdivico GmbH, StuttgartGermany
Marios KaplanisAristotle University of Thessaloniki (AUTH)
Nikos LaloumisInformation Technologies Institute/CERTH, ThessalonikiGreece
SharmisthaChatterjeePatil College of Engineering,PuneIndia
DivyaDwivediSupreme Court of IndiaIndia
GokulGawandeRoche Information Solutions India Pvt. Ltd.India
IshwarChavanPatil College of Engineering, PuneIndia
Vinayak KottawarPatil College of Engineering,PuneIndia
Usha RengarajuPatil College of Engineering,PuneIndia
AdarshSrivastavaRoche Information SolutionsIndia
GeorgeKararigasUniversity of IslandIsland
JosephDavidSapir Academic CollegeIsrael
Lorenzo  Bachi Sant’Anna School of Advanced Studies, University of Pisa, PisaItaly
Lucia Billeci Institute of Clinical Physiology – IFC, National Research Council, PisaItaly
DilettaHuyskesFondazione Bruno Kessler (FBK)Italy
FrancescoBalzanUniversità di BolognaItaly
AlbertoSignoroniUniversità di BresciaItaly
DavideFarinaUniversity of BresciaItaly
MattiaSavardiUniversity of BresciaItaly
Simona CacaceUniversity of BresciaItaly
Andrea   Loreggia University of BresciaItaly
SilviaZulloUniversity of BolognaItaly
Gizem GeziciKDDLab, Scuola Normale Superiore, PisaItaly
GayaneAghakhanyanUniversity of PisaItaly
MoniqueMunariniUniversity of PisaItaly
ClaudioFanniUniversità di PisaItaly
RobertoFrancischelloUniversità di PisaItaly
FrancescaCaputoUniversity of PisaItaly
DaniaCioniUniversity of PisaItaly
EmanueleNeriUniversity of PisaItaly
LorenziTumminelloUniversity of PisaItaly
Giovanni SartorCIRSFID-Alma AI, University of Bologna, Bologna, and European University Institute, Law Department, FirenzeItaly
AliceStoccoCa Foscari Univ. VeniceItaly
Yueh-HsuanWengFRIS, Tohoku University,  Sendai City, Miyagi PrefectureJapan
Lilian Olivia Founder-SafeOnline Women Kenya (SOW-Kenya), Advocate of the High Court of Kenya, NairobiKenya
YasamanYousefiUniversity of LuxemburgLuxembourg
SianLun LauSunway UniversityMalaysia
MarkTeeKit TsunSwinburne University of TechnologyMalaysia
BeeTheng LauSwinburne University of TechnologyMalaysia
Omigbile OlamideCentre for Health Ethics Law and Development, LagosNigeria
Dotun BhadmusHealth Ethics and Law Consulting, Lagos Nigeria
Faith  Faith Babajamu Centre for Health Ethics Law and Development, LagosNigeria
FrodeRamstad JohansenØstfold University CollegeNorway
GunnarAnderssonØstfold University CollegeNorway
Kanna AS, OsloNorway
PedroKringenZ-Inspection® Initiative, OsloNorway
Reda Hemdan Mahmoud HassanNord University Business School, Bodø,Norway
KatarzynaKaczmarek-MajerPolish Academy of SciencesPoland
MickieDe Wet  Z-Inspection® Initiative Portugal
AssiatuJallohFourah Bay College – University of Sierra LeoneSierra Leone
RalfBeuthanMyongji UniversitySouth Korea
AlvaroFuentesJeonbuk National University South Korea
PatrickOseweAsian Development Bank South Korea
JasonJungChung-Ang UniversitySouth Korea
Se-youngJungDepartment of hospital information, Seoul National University Bundang Hospital.South Korea
Ilha YuneDepartment of hospital information, Seoul National University Bundang Hospital.South Korea
Cornelius KalenziKorea Advanced Institute of Science and Technology (KAIST)South Korea
HyunjooJUNGSeoul National UniversitySouth Korea
GiEunKimSeoul National UniversitySouth Korea
HeejinKimSeoul National UniversitySouth Korea
JaeminLeeSeoul National UniversitySouth Korea
SeunggeunLeeSeoul National UniversitySouth Korea
HyunwooParkSeoul National UniversitySouth Korea
Nam-JongPaikSeoul National University – Bundang Hospital South Korea
Hyun-WooShinSeoul National University College of Medicine
Department of Biomedical Sciences, Seoul National 
South Korea
SeongwookHeoSeoul National University Law SchoolSouth Korea
JihaeSuhSeoul National University of Science and Technology,South Korea
JaydenYoonSouth Korea
Kyu SupHAHNSeoul National UniversitySouth Korea
DongjinLeeSeoul National University South Korea
SiraMalipholThe State University of New York, Songdo, IncheonSouth Korea
Jose María Alonso-MoralUniversidade de Santiago de Compostela, CiTIUS, Santiago de CompostelaSpain
GuillermoDe Haro RodriguezIE Business School, MadridSpain
KarinTafurZ-Inspection® Initiative Spain
WalterOsikaKarolinska Institutet, StockholmSweden
EmilieWiinblad MathezUNHCR, the UN Refugee Agency, Z-Inspection® Initiative Switzerland
Duuk BatenSURF , Utrecht, AmsterdamThe Netherlands
AlesssioGallucciEindhoven University of Technology, Z-Inspection® InitiativeThe Netherlands
RogerBonsOpen University,  AT HeerlenThe Netherlands
Mark MC HoogenboomM@rk, GroningenThe Netherlands
NadineRoijakkersOpen University,  AT HeerlenThe Netherlands
CamillaTerziUniversity of Groningen , Groningen The Netherlands
Charles E. BinkleyHackensack Meridian School of Medicine, EdisonU.S.A
JudyWawira GichoyaEmory University  School of MedicineU.S.A
Shomit GhoseUniversity of San Francisco, San Francisco and UC BerkeleyUSA
ReneeWurthHarvard School of Public Health, Z-Inspection® InitiativeU.S.A
AngelosChatzimparmpasNorthwestern UniversityU.S.A
MeganCoffeeNYU Grossman School of Medicine and Columbia Mailman School of Public HealthU.S.A
JesminJahann TithiZ-Inspection® Initiative , Intel U.S.A
PabloGarcia MolinaGeorgetown UniversityU.S.A
Lambert  Hogenhout Office for Information and Communications Technology (OICT) in the United Nations Secretariat, New YorkU.S.A
SonooThadaney IsraniStanford University Medicine, Stanford UniversityU.S.A
JamesBrusseauPhilosophy, Pace UniversityU.S.A
Jody RanckChilmark Research U.S.A
AndySpezzattiTaltrics, AI for Good FoundationU.S.A
SridharLos AngelesU.S.A
PaulWallerThorney Isle ResearchUnited Kingdom
EleanoreHickmanUniversity of BristolUnited Kingdom
JonasBozenhardUniversity of Oxford United Kingdom
AnumParachaBirmingham City UniversityUnited Kingdom