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Educating naval leaders for the age of artificial intelligence

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datacite.subject.fosCiências Sociais
datacite.subject.sdg16:Paz, Justiça e Instituições Eficazes
dc.contributor.authorSilva, Miguel Nuno Machado da
dc.contributor.authorSoares, Ivo
dc.contributor.authorMartins, C.
dc.contributor.authorFrias, Armindo
dc.contributor.authorÁgua, Pedro B.
dc.contributor.editorEdições Marinha
dc.date.accessioned2026-08-03T13:16:56Z
dc.date.available2026-08-03T13:16:56Z
dc.date.issued2026
dc.description.abstractArtificial Intelligence (AI) is transforming the operational environment of modern armed forces by accelerating information processing, expanding situational awareness, and supporting complex decision-making processes. However, while technological capabilities continue to evolve rapidly, the fundamental challenge lies in preparing future leaders to integrate algorithmic outputs with human judgment, ethical responsibility, and mission command principles. This paper explores the pedagogical implications of educating naval officers for leadership in AI-augmented operational environments. Drawing on contemporary literature in leadership, human-AI collaboration, and military decision-making, the study examines how traditional command philosophy, particularly Mission Command and the OODA (Observe-Orient-Decide-Act) cycle, must be reinterpreted within a socio-technical system where humans and intelligent systems interact continuously. The paper argues that the core challenge of leadership in the AI era is not technological adoption itself but the development of critical competencies that allow leaders to supervise, question, and appropriately integrate algorithmic recommendations into operational decision-making. From an educational perspective, the article proposes a pedagogical framework aimed at developing what may be termed the "Human Dividend": the strategic advantage that emerges when advanced technologies are combined with superior behavioralbehavioural competencies such as ethical judgment, trust management, critical thinking, and psychological safety within teams. The framework emphasizes the importance of AI literacy, trust calibration between humans and intelligent systems, and the preservation of human accountability in high-stakes environments. The paper further discusses how military higher education institutions can incorporate these competencies into leadership curricula through scenario-based learning, decision simulations, and reflective training focused on human-machine collaboration. By repositioning leadership education as a key enabler of responsible AI integration, the study highlights the role of pedagogical innovation in preparing officers capable of navigating complex operational environments shaped by artificial intelligence.eng
dc.identifier.isbn978-84-09-63010-3
dc.identifier.urihttp://hdl.handle.net/10400.26/63974
dc.language.isoeng
dc.peerreviewedyes
dc.relationCINAV
dc.rights.uriN/A
dc.subjectArtificial Intelligence
dc.subjectHuman-AI Collaboration
dc.subjectLeadership Development
dc.subjectMilitary Education
dc.subjectExperiential Learning
dc.subjectDecision-Making
dc.subjectHuman Dividend Framework
dc.titleEducating naval leaders for the age of artificial intelligencepor
dc.title.alternativepedagogical approaches to human AI decision-making in military educationpor
dc.typeletter
dspace.entity.typePublication
oaire.citation.endPage276
oaire.citation.startPage257
oaire.citation.titleEDULEARN 2026 – Palma de Maiorca
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85

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EN - LISNCH - Linha de Investigação em Saúde Naval e Comportamento Humano