Social humanoid autonomous robots in K–12 schools: a role–evidence–governance framework for distributed instructional capacity
Assessment outcome
total 2/4 (actionability 1 + authority 1); currency unscored, so pro-rated to 3.0/6
Authorship & scope
Multiple named authors and their academic affiliations are explicitly provided in the contributors section.
Level 1: Authored by university faculty members acting as academic researchers, representing a reputable institution.
Issuers, who it governs, legal force and content are on the full record.
Eligibility gates
HTTP 200, 519 words of full text extracted
The article focuses primarily on social humanoid autonomous robots and embodied artificial intelligence in schools.
The text explicitly discusses governance requirements, safety, privacy, and accountability for AI in education.
Multiple named authors and their academic affiliations are explicitly provided in the contributors section.
There is no indication on the page that this current academic article version has been superseded, retracted, or repealed.
Scored criteria
Actionability
1/2Score 1: Provides principles and direction regarding governance requirements and responsibilities, but names no binding steps.
It identifies bounded research pathways, nondelegable human responsibilities, and governance requirements around privacy, surveillance, bias, over-trust, accountability, labor, and safety.
Authority
1/2Level 1: Authored by university faculty members acting as academic researchers, representing a reputable institution.
Michael J. Bossé is a faculty member at Appalachian State University.
Currency
—computed: no publish/modified date found on the page (never guessed)