Knowledge of UN SDGs. Understanding of the processes constituting the given global challenges (environmental costs, circular health, ecosystem services and biodiversity, technological solutions). Acquisition of the basic elements of the scientific method (falsifiability, repeatability, models, science dissemination). General knowledge of major technical elements related to the challenge “Technologies and Humanity”. At the end of the course, students will be able to: • Analyze different scenarios on the future of work in the field of Artificial Intelligence, automation and the fourth industrial revolution, evaluating opportunities and challenges. • Formulate forecasts on the evolution of phenomena exploiting: o Their high-level understanding of the technology involved and ability to estimate which developments are more or less plausible in the near future. o Their knowledge of the main theories that describe technological change's social and economic consequences (labour economics, management and economics of innovation, comparative political economy, social policy, and decision sciences). o Their ability to suggest how these transformations might be governed and which policies might be adopted to favour a balanced transition, guaranteeing technological progress, economic growth, and social cohesion, especially through scenario planning.

None

A first introduction to all the “Big Challenges” courses (11.5 hours) will consist of: • The UN Sustainable Development Goals (SDGs) • Four samples of global challenges needing an integrated approach: 1) Climate Change and the definition of Anthropocene; 2) One Health (i.e., pandemics and ecology); 3) Biodiversity crisis (Sixth Extinction model); 4) Beyond Problem-Solving: global crisis and the evolution of technologies. • The specific challenge of Technologies and Humanity will then be detailed, analyzing the technical elements of most significant social relevance (3 hours). The following 24 hours of lectures will touch on the following topics: • The meaning of “Artificial Intelligence” and how, despite the enthusiasm of mainstream media, such “intelligent processes” are nothing more than the result of simple numerical optimizations. • The main trends in the field of Machine Learning and the more active fields of research. • The effects of the characteristics of technological change (rate and direction) on various dimensions of work (employment, wages, wealth, quality and nature) through the lens of the dominant macro socio-economic theories. • The characteristics of the fourth (digital) revolution, qualified by the use of artificial intelligence, big data, machine learning and the internet of things, and its impact on fundamental elements of job like task variety, autonomy, employee involvement, automation and augmentation. • How the design and organization of production processes are changing as a consequence of technological change. • The role of policies in mediating technological change’s disruptive effects or diffusing empowering and enabling technologies throughout society. • Do technological changes affect citizens’ preferences, and do citizens' political and consumption choices impact the development of technology? • Are there more reasons to be optimistic or pessimistic about the future of work and technology? Students will also have to carry out a group project work structured as follows. • Students will be divided into groups of about 6 individuals. • According to the students' specific inclinations, the group will identify a technology of the digital era based on its current and potential impact on certain areas of the economy and society, with a specific reference to the world of work. • Autonomously but under the instructors’ guidance, the group will analyze the technology's functioning and identify a circumscribed use case to illustrate the technology’s socio-economic impact and possible public policy responses, with direct reference to the theories discussed in the theoretical classes. The instructors may involve experts available to meet the groups to share expertise, visions, and experiences. • Following a rigorous method taught in class, the group will elaborate plausible future scenarios for the chosen technology, its socio-economic impact, and policy responses. • The project work will include meetings with the entire class and the groups during class time. Groups and individuals will also carry out additional work outside of class hours. • Each group is requested to prepare a short video of 8 minutes, which will be made available to the class and evaluated. Selected videos will get additional points. In addition, each student is requested to submit a report detailing their individual contribution in carrying out the group project.

Out of 60 hours of teaching, 20% will be common to the “Big Challenges” courses and the specific challenge Technologies and Humanity; 40% will be devoted to lectures; 40% to the development of a group project, meeting with company representatives and visits to 4.0 establishments.

The bibliography for the part common to all “Big Challenges” courses is defined at the University level as follows: • Books - Jared Diamond, 1997, Armi, acciaio e malattie, Einaudi, Torino, 1998 (+ nuove edizioni) - Simon L. Lewis, Mark A. Maslin, 2018, Il pianeta umano, Einaudi, Torino, 2019. • Articles: - David Morens, Anthony Fauci, 2020, “Emerging Pandemic Diseases: How We Got to COVID-19”, in Cell, 182: 1077-1092. - Emily Elhacham, Liad Ben-Uri, Jonathan Grozovski, Yinon M. Bar-On & Ron Milo, 2020, “Global human-made mass exceeds all living biomass”, in Nature, 588: 442-444. The bibliography for the part common to all courses addressing the Technologies and Humanity challenge will be defined at the University level. The instructors will indicate the bibliographic references for the theoretical part of the Future of Work course during the course. Any references for carrying out the projects will be suggested directly to the students involved.

Lecture slides;

Exam: Written test; Group project;

The overall grade is the weighted average of three components: • General part, common to all Big Challenges courses and the specific Technologies and Humanity challenge (20%) • Specific topics discussed during lectures (40%) • Project (40%)

In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.