:: Testimonial (4^th Cohort) ::

Elvira Pacheco Vieira, Portugal

Participating in this course was both intellectually stimulating and highly relevant to the challenges we currently face in higher education and society. What I appreciated most was the interdisciplinary and practical approach of the course. It encouraged us not only to reflect on technological innovation, but also to critically examine the ethical implications behind digital transformation.

One of the key takeaways for me was the importance of developing ethical awareness alongside digital competencies. Topics such as artificial intelligence, data privacy, algorithmic bias, digital responsibility, and the human impact of technology are no longer optional discussions - they are essential for educators, researchers, institutions, and policymakers.

I also greatly valued the international dimension of the course. Learning alongside participants from different countries and professional backgrounds allowed for very rich discussions and diverse perspectives, which made the experience even more meaningful.

As someone working in higher education for almost 20 years, this course reinforced my belief that digital ethics should be integrated into teaching, research, and institutional strategies. It is important that we prepare students not only to use technology effectively, but also to question, evaluate, and apply it responsibly.

I truly believe that initiatives like this course contribute to building a more conscious, inclusive, and ethically responsible digital future.

Regarding the next steps, I intend to continue exploring how digital ethics can be incorporated into my teaching activities and academic projects.

I also hope to contribute to broader discussions on ethical digital practices, responsible innovation, and the development of critical digital literacy skills among students and academic communities.

One area that I consider especially important is supporting students in developing not only technical digital competencies, but also a deeper awareness of the opportunities, risks, and responsibilities associated with the use of digital technologies and artificial intelligence.

In parallel, I believe it is essential to continue encouraging dialogue and training opportunities for educators and staff, helping to foster a culture of ethical awareness in digital initiatives and promoting interdisciplinary reflection on emerging technological challenges.

Mark Daevid M. Adem, Philippines

As Acting Dean of Trinity Open University of Asia, I found that this Digital Ethics course made clear the basic importance of ethical education for both administrators and faculty. The course changed my view from just managing technology to focusing on ethical leadership. I looked at how digital ethics affect behavior in higher education and studied the effects of digital technologies on teaching and learning. I learned how to use ethical guidelines to judge learning tools and deal with possible biases. The second module covered how student data is collected, used, and protected, highlighting that data privacy is key to academic honesty and student trust. The third module explored Generative AI, showing the need to balance creative possibilities with worries about intellectual property, bias in algorithms, and over-reliance on technology. The final module focused on digital wellbeing, emphasizing the need to create learning environments that respect human limits, avoid burnout, and support mental health for remote learners and faculty.

Looking ahead, my immediate next steps or plans involve a comprehensive institutional transformation across three key initiatives, upon the approval of our University President.

First, we will launch the TOUA AI policy overhaul to establish a clear, transparent framework for generative AI use, that will help us championing academic integrity while actively training our students to use these tools responsibly. Second, we will initiate a thorough review of our learning management systems to ensure student data collection is minimized, highly secure, and transparently communicated to our community.

Lastly, we will mandate wellbeing-by-design guidelines for our instructional designers to ensure that the future course structures intentionally mitigate screen fatigue and promote work and life balance.

Through these initiatives I hope it will ensure our institution remains at the forefront of digital innovation while keeping ethical responsibility and student care at our core. We look forward to collaborating across the university community to turn this vision into a reality.

Krismalita Diasti, Indonesia

Through this course, I learned that technology in education is not only about innovation and convenience, but also about responsibility. Before joining the course, I mainly focused on how digital tools could help teaching and learning become more engaging. However, this course helps me realize that every technology also has ethical implications, especially regarding privacy, fairness, data usage, and so on.

One of the most meaningful parts for me was discussing the ethical use of AI tools in education. I realized that AI-based learning technologies not only support students' learning and confidence, but can also lead to over-reliance if students use them without critical understanding. This course encourages me to think more carefully about how technology should support learning rather than replace the learning process.

Another important takeaway is the importance of digital awareness and transparency. As educators, I should not only teach students how to use technology, but also guide them to use it ethically and responsibly. I also become more aware that issues such as consent, data privacy, responsible data management and equal access become important in educational settings.

As my next step, both as a lecturer and the secretary of the study program I would like to be more careful in collecting and managing students' data, especially since I often ask students for feedback on teaching and learning process as well as on facilities and infrastructure. I become more realize that collecting students' data means that I need to be more transparent about the purpose of the feedback and also create a safe environment where students feel comfortable expressing their opinion honestly.

Miguel B. Lambino, Philippines

I found the introductory course highly educational and engaging. The facilitators are readily helpful.

The experience of the online modular course on Introduction to Digital Ethics is in itself a key take-away. The structure of the online modular course serves as a good example which can be used as a template for modular courses. The significant features are - concise and pithy reading materials, interactive online activities like multiple choice quizzes which help the student distil and remember concepts and insights, venues for online discussion, short lectures, and so on. All these features keep the student engaged in the learning process and make the learning process interesting.

The readings on ethical frameworks are a key takeaway. The frameworks provide a perspective and serve as a lens which I can use to evaluate both my use of digital technology and my students' use of the same, as well as the use of digital technology in the schools where I teach.

In my teaching work, I can develop online modular courses guided by the structure of the online modular course on Introduction to Digital Ethics. I can also discuss the structure/ template with my co-faculty during informal meetings, and present the structure/template formally during faculty meetings and organizational planning meetings. I will deliberately apply the digital ethical frameworks in my teaching work, evaluating my own use of digital technology and my students' use of the same.

In one educational institution where I teach, I can contribute to the refinement of the policies on responsible use of AI Tools which have been enforced starting this schoolyear. I have suggested the implementation of similar policies in two other educational institutions where I also teach.

In all the three institutions where I teach, the faculty and administration continue to discuss about the use of AI tools in education and teaching. Faculty need to learn and update their knowledge and skills in the responsible and ethical use of AI tools. In this way, faculty will be in a better position to motivate and guide students in the responsible and ethical use of AI tools, particularly when they write papers and theses.

Romeric F. Pobre, Philippines

This course has been a total revelation for me. I've realized that digital technology in education isn't just a set of tools for efficiency; it's a transformative environment designed to foster what I call human brilliance. By integrating Lasallian values-like belongingness, fruitfulness, and belovedness - I've developed a roadmap for an educational ideal that balances high-tech precision with high-touch mentorship.

In my digital toolkit, I see five core pillars. Whether it's using an LMS as a "digital campus" or leveraging adaptive AI as a 24/7 tutor, the goal is functional duality. I want tools that handle the logistical noise so I can focus on the student's journey. I'm particularly excited about virtual apprenticeships, where students can practice high-stakes tasks in safe, simulated worlds.

To get to this ideal, I'm proposing a shift toward humanizing ecosystems. This starts with absolute digital equity-treating the internet as a right so every student feels accepted, validated, valued, and beloved. I want to design for deep work with calm interfaces and move toward a master-apprentice model. In this world, AI handles the rote information, leaving the classroom open for what really matters: relational mentorship and ethical debate.

I recognize this is a team sport. It requires everyone-from visionaries reallocating budgets to students acting as active co-creators. My primary takeaway is that we have to stop viewing the digital and physical worlds as separate entities. When I embrace non-dual thinking, the digital experience becomes a tool for new creation.

Ultimately, my goal isn't to replace the human element with technology. It's to use technology to remove the noise, allowing the deeper work of intellectual and spiritual formation to take center stage finally.

I plan to propose a strategic path forward for our DLSU community - a shift toward what I call a humanizing digital ecosystem. This isn't just a theoretical vision; it's a commitment to translating our Lasallian values into immediate, actionable policies. This journey begins with personal agency. I'm starting by shaping my own digital liturgy. I am auditing my digital attention - practicing the undivided heart and spiritual exercises (e.g., examen, centering and grounding prayer, lectio divina, and others) by silencing the non-essential pings that fragment my focus. When I use AI, I'm committing to using it as a tutor, not a ghostwriter, ensuring my unique voice and ethics lead the way. And I'm moving beyond passive screen time to start learning circles with my peers, fostering belovedness and fruitfulness through shared intellectual struggle. But personal change isn't enough; I believe our institution must adapt too. I’m proposing a five-phase roadmap for DLSU:

• First, we establish a Tech-Equity Fund to ensure no Lasallian is left behind.
• We then move to Calm Ecosystems, reconfiguring AnimoSpace to respect "Digital Sabbaths."
• We'll prioritize Master Mentorship through flipped classrooms.
• Integrate Digital Ethics into our GE curriculum, and finally,
• Move toward Kingdom Living by replacing traditional exams with community-impact portfolios.

To keep us grounded, I'm advocating for three ethical safeguards: absolute data sovereignty to protect our privacy; an analog anchor policy that balances every high-tech experience with real-world fieldwork; and compassionate assessment through flexible deadlines.

This transition isn't about faster Wi-Fi. It's a collective commitment to ensure that as our tools become more "intelligent," we become more human. Let’s prove that technology, when submitted to the heart, can accelerate our pursuit of truth. Animo La Salle.