As someone who has always been fascinated by the intersection of technology and education, I recently had the privilege of sitting down with Dr. King Harold “Doc Harry” Recto in my first episode of my segment in DWDD 1134kHZ AM AFP Radio. Dr. Harry King Recto is a distinguished leader in technology education and robotics in the Philippines. The conversation was nothing short of inspiring. Dr. Recto, who holds a PhD in Technology Education and serves as a faculty member at Ateneo de Manila University, shared his thoughts on the growing role of artificial intelligence (AI) in education, engineering, and even military applications. He also delved into the ethical challenges that come with these advancements and how we, as educators, students, and professionals, can navigate this rapidly evolving landscape.
What struck me most during our discussion was how deeply passionate Dr. Recto is about preparing the next generation to use AI responsibly. He emphasized that while AI offers incredible opportunities for innovation and efficiency, it also comes with ethical complexities that we cannot afford to ignore. His insights left me reflecting on how we, as a society, can balance the benefits of AI with the need for accountability, fairness, and integrity.
Dr. Recto’s journey into technology education is as unique as it is inspiring. He began his academic career in engineering, where he developed a strong foundation in problem-solving and system design. However, what sets him apart is his decision to pursue a master’s degree in Christian Leadership at a seminary after completing his engineering studies. This might seem like an unusual path for someone in the field of technology, but as Dr. Recto explained, it was during this time that he developed a deep passion for teaching and ethical leadership. Even while working in ministry, he continued teaching part-time, staying connected to the academic world. Over the years, he balanced his roles as an educator, minister, and industry professional, eventually deciding to focus full-time on teaching. Today, with over 20 years of experience in education, Dr. Recto is not only a respected academic but also a leader in shaping policies and curricula for engineering schools in the Philippines.
What I found particularly inspiring was how his background in ethics and leadership informs his approach to teaching technology. He believes that education is not just about imparting technical skills but also about instilling values and a sense of responsibility in students. This perspective is especially relevant in the context of AI, where ethical considerations are becoming increasingly important.
As our conversation shifted to AI, Dr. Recto highlighted how this technology is transforming education and other industries. However, he was quick to point out that with great power comes great responsibility. AI, he said, is like a double-edged sword—it can bring tremendous benefits, but it also raises ethical questions that we must address. One of the most interesting points he made was his comparison of AI to calculators. He reminded me that when calculators were first introduced, educators debated whether or not to allow their use in classrooms. Over time, guidelines were established: calculators were permitted for advanced courses but not for foundational math skills. Similarly, we are now at the early stages of figuring out how to integrate AI tools like ChatGPT into education.
Dr. Recto shared that some professors allow students to use AI tools as long as they properly cite their usage, while others ban them outright. The challenge, he explained, is finding a balance between leveraging AI’s capabilities and ensuring that students still develop critical thinking and problem-solving skills. This is a conversation that is still evolving, and it’s clear that there’s no one-size-fits-all solution. He also emphasized that while AI can enhance efficiency and innovation, it comes with risks. For example, there are concerns about data privacy, the authenticity of AI-generated work, and the potential for misuse. He believes that academic institutions need to have open discussions about these issues and develop policies that promote ethical AI usage. This, he said, is not just about setting rules but also about teaching students to think critically about the implications of the technology they use.
One of the more thought-provoking parts of our conversation was when we discussed the use of AI in military applications. Dr. Recto pointed out that AI is increasingly being integrated into defense systems, from autonomous weapons to data-driven combat strategies. While this represents a significant technological leap, it also raises serious ethical questions. He explained that AI systems in the military often rely on large datasets, which can include sensitive information. This raises questions about who is accountable if an AI-driven system makes a mistake or causes harm. For example, if an autonomous weapon targets the wrong individual, who is to blame—the programmer, the operator, or the AI itself? These are complex issues that require careful consideration.
Interestingly, Dr. Recto suggested that AI education could play a crucial role in addressing these challenges. He believes that government policies might soon require military personnel to undergo training in AI, not just to use the technology but also to understand its ethical implications. This, he said, could help ensure that AI is used responsibly in defense contexts.
One of the most practical and actionable parts of our discussion was Dr. Recto’s proposal for integrating AI ethics into engineering education. He shared a framework that he and his colleagues are developing, which I found incredibly insightful. He suggested starting with an introductory course, such as Science, Technology, and Society (STS), which could provide students with a broad overview of how technology impacts society and encourage them to think critically about its benefits and risks. This would be followed by an enabling course, such as Engineering Laws and Ethics, where students could delve deeper into issues like data privacy, bias, and responsible design. Finally, students could apply what they’ve learned by incorporating AI ethics into their thesis or capstone projects, allowing them to navigate ethical challenges in a practical setting.
Dr. Recto also emphasized that AI ethics education should be tailored to specific engineering disciplines. For example, the ethical considerations for AI in civil engineering might differ from those in medical or military applications. This context-specific approach ensures that students are equipped to handle the unique challenges of their chosen fields.
Of course, integrating AI ethics into education is not without its challenges. Dr. Recto acknowledged that the rapid pace of technological change makes it difficult for universities to keep their curricula up to date. He also pointed out that some educators and students view AI as purely a technical tool, overlooking its ethical dimensions. One of the most striking examples he shared was how some students use AI tools to generate letters or essays. While this can save time, it also raises concerns about the erosion of fundamental skills like writing and critical thinking. Dr. Recto believes that educators need to strike a balance, allowing students to use AI while ensuring that they still develop these essential skills.
As our conversation drew to a close, Dr. Recto reflected on the broader societal implications of AI. He stressed that AI is not just a tool for engineers or technologists—it’s something that will impact every aspect of our lives. This makes it all the more important to establish ethical guidelines and policies now, before the technology becomes too entrenched to regulate effectively. He also highlighted the need for collaboration among educators, policymakers, industry leaders, and other stakeholders. By working together, we can ensure that AI is used to benefit society as a whole, rather than exacerbating existing inequalities or creating new problems.
Reflecting on my conversation with Dr. Recto, a few key lessons stand out. First, ethics must be a priority. AI is a powerful tool, but its impact depends on how we use it, which is why ethics must be at the forefront of any discussion about AI adoption. Second, education is the key to responsible AI usage. By integrating AI ethics into engineering curricula, we can equip the next generation with the knowledge and skills they need to use this technology responsibly. Third, collaboration is essential. Addressing the ethical challenges of AI requires input from multiple stakeholders, including educators, policymakers, and industry professionals. Finally, we need to act now. As Dr. Recto said, “Kailangan kumilos tayo ngayon.” The decisions we make today will shape the future of AI and its impact on society.
My conversation with Dr. King Harold Recto was a powerful reminder of the opportunities and challenges that come with AI. As educators, students, and professionals, we have a responsibility to ensure that this technology is used ethically and responsibly. By fostering open dialogue, developing thoughtful policies, and integrating ethics into education, we can harness the full potential of AI while minimizing its risks. Dr. Recto’s insights have left me feeling both hopeful and determined. The road ahead may be challenging, but with the right approach, I believe we can create a future where AI serves as a force for good—empowering individuals, advancing industries, and improving lives. Let’s take this journey together.
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