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All Journal Rechtsnormen Journal of Law International Journal of Educatio Elementaria and Psychologia
Andersson, Magnus
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Education Law, Crime, Criminology & Criminal Justice Other

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Regulating Algorithmic Bias: Normative Challenges of AI Ethics in Automated Decision-Making Andersson, Magnus; Lindström, Maria; Nilsson, Johan
Rechtsnormen: Journal of Law Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

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Abstract

Background. The integration of artificial intelligence (AI) into automated decision-making systems has introduced significant ethical and legal concerns, particularly regarding algorithmic bias. Purpose. These biases can perpetuate systemic discrimination, distort outcomes in critical sectors such as healthcare, finance, and criminal justice, and challenge the foundational principles of fairness and transparency. Despite widespread recognition of the issue, there remains a normative gap in regulatory responses across jurisdictions.   Method. This study aims to explore the ethical challenges of algorithmic bias and assess the adequacy of existing legal frameworks in addressing these concerns. Results. Using a normative legal research design, the study employs comparative analysis across selected regulatory regimes in the EU, US, and Asia, supported by doctrinal analysis of AI-related policies and ethical codes. Findings reveal fragmented regulatory landscapes, a lack of binding accountability mechanisms, and insufficient integration of ethical principles into enforceable legal norms. Conclusion. The study concludes that an interdisciplinary approach—merging ethical theory with legal doctrine—is essential to regulate algorithmic bias effectively. A normative framework grounded in transparency, accountability, and inclusivity is proposed to guide future legislation and policy development.
FOSTERING INCLUSION: THE ROLE OF PEER-MEDIATED INTERVENTIONS FOR SOCIAL SKILL DEVELOPMENT IN STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD)STUDENTS Johansson, Erik; Karlsson, Anna; Andersson, Magnus
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i4.3078

Abstract

Inclusion of students with Autism Spectrum Disorder (ASD) in general education classrooms remains a significant challenge. One of the key barriers to successful inclusion is the difficulty these students often face in developing appropriate social skills. Peer-mediated interventions (PMIs), where typically developing peers are trained to assist students with ASD, have shown promise in enhancing social skills and promoting social integration. This study explores the role of PMIs in fostering social skill development in students with ASD. The research aims to assess the effectiveness of a structured PMI program in improving the social interaction and communication abilities of students with ASD in inclusive settings. A mixed-methods approach was employed, combining quantitative data from pre- and post-intervention assessments of social skills and qualitative data from observations and interviews with teachers and peers involved in the intervention. The results indicate significant improvements in the social skills of students with ASD, including increased peer interactions and better communication in classroom activities. Teachers and peers reported positive changes in their interactions with students with ASD, highlighting the success of the PMI program in promoting social inclusion. The study concludes that PMIs can be an effective and sustainable approach to supporting social skills development and enhancing the inclusion of students with ASD in mainstream classrooms.
Co-Authors Johansson, Erik Karlsson, Anna Lindström, Maria Nilsson, Johan