TY  - THES
U1  - Master Thesis
A1  - Stecker, Lucie
T1  - Die Bedeutung der Künstlichen Intelligenz zur Erreichung der UN-Nachhaltigkeitsziele
N2  - Climate change related issues have increasingly gained attention of those in the field of science, business and politics. In addition to that, the United Nations (UN) has sustainable development on its agenda and is looking for innovative ways to achieve it. Great potential is seen in the complex technology of artificial intelligence (AI). AI is progressively causing changes in all areas of life such as traffic, com-munication, work and health. The aim of this master's thesis is to investigate, whe-ther or not, AI applications can have a positive effect on the achievement of the first five Sustainable Development Goals (SDGs) of the UN’s Agenda 2030 concerning poverty, hunger, health, education and genderequality. Therefore the theoretical fundamentals of AI and the concept of sustainable development are clarified. Also a connection between the two subject areas is drawn. Based on existing AI applica-tions in the field of sustainability and previous research, that links AI and sustaina-bility, the discussion reveals to which extent positive and negative effects can be shown by using the technology for achieving the five SDGs. The results indicate that AI offers opportunities to lead society in the direction of future sustainability within planetary boundaries; however, unexpected negative consequences must be taken into account. International legal frameworks can counteract the risks of using the intelligent technologies. The orientation towards economic growth, which is also reflected in the use of AI, has prevented a sustainable orientation up to now.
KW  - SDGs
KW  - United Nations
KW  - Artificial Intelligence
KW  - Sustainability
KW  - Künstliche Intelligenz
KW  - Vereinte Nationen
KW  - Nachhaltigkeit
KW  - Agenda 2030 für nachhaltige Entwicklung
KW  - Maschinelles Lernen
Y2  - 2021
UN  - https://nbn-resolving.org/urn:nbn:de:hbz:dm13-31831
U6  - https://doi.org/10.26205/opus-3183
DO  - https://doi.org/10.26205/opus-3183
SP  - 140
S1  - 140
ER  - 
TY  - THES
U1  - Master Thesis
A1  - Moenikes, Lisette
T1  - Transformative Lernprozesse in BNE-Projekten
N2  - Das Konzept der Bildung für nachhaltige Entwicklung (BNE)erzielt, Lernende zur aktiven Gestaltung einer ökologisch- wie sozialverträglichen Gesellschaft zu befähigen. Gleichzeitig wird BNE auf-grund der Formulierung subjektiver Kompetenzen und der Missachtung von Wachstumszwängen eine bildungspolitische Steuerung und eine Entpolitisierung von Nachhaltigkeit vorgeworfen. Daran anknüpfend lenkt das Konzept des Transformativen Lernens den Blick auf individuelle Bedeutungsperspektiven mit Bezug zu gesellschaftlichen Alltagsideologien. Mit dem Ziel eines kollektiven Bewusstwerdungsprozesses wird eine anwendungsorientierte partizipative Bildungsarbeit gefordert. Anhand des BNE-Praxisprojektes Kolleg21 in Gelsenkirchen untersucht diese empirische Forschungsarbeit, welche Lernprozesse und Kompetenzentwicklungen non-formale Bildungsprojekte ermöglichen.
KW  - Sozial-ökologische Transformation
KW  - Transformatives Lernen
KW  - Transformative Bildung
KW  - BNE
KW  - Gestaltungskompetenz
Y2  - 2022
UN  - https://nbn-resolving.org/urn:nbn:de:hbz:dm13-31861
U6  - https://doi.org/10.26205/opus-3186
DO  - https://doi.org/10.26205/opus-3186
ER  -