BRICS Language Platform for Centralized Distance Learning for AI Specialists
With the expansion of BRICS, the linguistic issue is becoming more acute. Economic growth of the BRICS members is increasingly dependent on access to disruptive technologies, especially to artificial intelligence (AI). One of the sources of AI development is effective cooperation between the members’ MSMEs with expertise in AI. Foreign language skills enable participants in BRICS AI projects to communicate effectively and exchange ideas with international partners. This fosters better understanding of technical details, cultural nuances and business practices, which in turn increases the chances of successful project implementation and innovation. Often, low proficiency in foreign languages (primarily English) hinders or even makes it impossible to exchange knowledge and experience. In this regard, this project proposes creation of a BRICS language platform for centralized distance learning (hereinafter referred to as “Platform”) for AI specialists involved in joint projects or collaborations within BRICS – owners or staff of MSMEs, start-ups etc. Thus, the Platform generally targets BRICS countries’ economies by fostering technology transfer and joint projects efficiency and contributes to the members’ economy and welfare as well as to the group’s GDP. This makes the alliance more credible in the international arena.
Competencies And Staff Development
National projects for training in the fields of artificial intelligence, critical technologies or unmanned aircraft systems
1 year
BRICS countries
This is the first Practice that addresses the issue of effective communication in a foreign language when implementing joint projects in high-tech areas in BRICS countries. A number of competitive advantages are summarized below: • An online Platform. The Platform is designed to be online i.e., there is no need to create “real classrooms”. All that is required is the establishment of a project office in one of the BRICS countries to store the servers, as well as for IT-specialists and support services. • Different formats depending on the learning goal. Students' goals and language proficiency levels may vary. In this regard, the Platform will offer courses for both fully self-study (automated check only) and courses with a mixed format of control (automated and tutor via videoconferencing). Both individual and group work formats will also be provided. • Analytical tools and adaptive courses. Use of artificial intelligence for analyzing students’ progress and weak spots makes it possible to create individual learning paths in real time depending on the user’s knowledge level and goals. • Specialized content for high-tech specialists. Courses are focused on technical terminology, which is important for professionals in this field. • Interactive learning methods. Use of videos, quizzes and group discussions increases engagement and makes learning more fun. • Gamification. Use of gamification tools such as points, levels and achievements encourage students to learn more actively. Moreover, game elements help create a context for using the language in real-life situations. This helps better learn the vocabulary and grammar, and also develops communication skills as students apply the language in game scenarios, making learning more practical and effective. • 24-hour support. There is 24/7 support from tutors. There is also an option to get an instant reply from the chatbot. • Teachers from different BRICS countries. As it is planned to develop English language courses first, there is a problem of understanding the accents of the BRICS countries' representatives, as English is not a native language for any of the BRICS peoples.
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