ABSTRACT
Education and awareness are essential to promoting ethics and transparency in artificial intelligence (AI). They enable users, developers, and decision-makers to understand key issues related to AI, such as algorithmic biases, data protection, and automated decision-making. The objective of this study is to highlight the importance of education and awareness for the responsible use of intelligent technologies related to AI. A reflective and critical approach is adopted as the methodological framework, given the extensive discourse on the sociocultural representations surrounding the substitution of human actions with AI. Data collected is subjected to triangulation and analyzed using Bardin’s content analysis method. The findings reveal that robust education equips individuals to question and manage the social impacts of these technologies. Transparency in decision-making processes fosters public trust and ensures greater accountability among stakeholders. Awareness of AI's societal responsibility promotes fair, equitable, and beneficial use for all.

ABSTRACT
TPACK, or ‘Technological Pedagogical Content Knowledge’, is a model that describes the knowledge teachers need to integrate technology into their teaching. This study is all about the technological pedagogical content knowledge of preservice teachers who studied at various private and government colleges in West Bengal. For this study, a total of 189 preservice teachers from various private and government institutions were used. The primary goal of this research is to determine the extent to which preservice teachers incorporate pedagogical technological content knowledge into their teaching. The research findings indicate that students from government institutions possess a higher level of technological pedagogical content knowledge compared to those from private institutions. Additionally, their choice of stream significantly influences TPACK, while other socio-demographic variables do not have a significant impact.

ABSTRACT
The inclusion of digital technology in the teaching and learning process of Spanish as a Foreign Language is presented as the beginning of a deeper transformation process that should take into account the environment and social inequalities in order to continue reinventing itself and fulfilling its mission of preparing future generations for an uncertain and changing world. To succeed in digitization in rural areas, the main stakeholders in the teaching and learning of Spanish as a Foreign Language, in collaboration with the authorities, should develop transformation models and methodologies adapted to the rural environment and realities. A policy should be implemented that specifically addresses the appropriate and timely digitization of the teaching and learning of Spanish as a Foreign Language. The objective of this work is to investigate the digitization of the teaching and learning of Spanish as a Foreign Language as a sociocultural experience, emphasizing the inequalities and disconnections in the appropriation of new information and communication technologies by the actors within digital inclusion. The mixed-methods research methodology employed in this study offers a design that incorporates both quantitative and qualitative data. Data was collected from two hundred students and twenty teachers using a survey technique. The results were analyzed and interpreted using figures and diagrams, yielding a 100% response rate. Based on these findings, it is essential to establish a culture of innovation, commitment, and resilience that integrates sociocultural elements from rural areas to ensure the success of digital transformation.