Get To Know 22-23 BKC Fellow: Marta Basystiuk

Marta Basystiuk is a lawyer working at the intersection of good governance, human rights, emerging technologies, and climate change. She has worked extensively to support judicial and public-sector reforms in Ukraine. As a 2022-2023 BKC fellow, Marta studied the benefits of digital transformation and explored common success drivers for digital transformation in education and human capital development that are essential for Ukraine's long-term success. 

What motivates your work? What experiences led you to your work on the Digital Transformation of Ukraine? Where did you start your career and did your interests in law or tech come first?  

I started my career as a business lawyer, but the transformational events in Ukraine in 2014, known as the Revolution of Dignity, have changed my professional endeavors and inspired me to serve the public interest. 

I started working on a number of national reforms aimed at promoting good governance development. I worked at the Ukrainian Parliament and took an active part in developing new and ambitious legislation. Subsequently, I was invited to work on the establishment of a country-wide police reform, which included setting up new police units across the country. To ensure the effective functioning of police and other law enforcement agencies, I embraced the opportunity to work on improving the judicial system. In particular, I supported the Government with the establishment of the High Anti-Corruption Court and assisted in improving judicial independence through the Council of Europe projects.  

In these reform initiatives, I collaborated with diverse international experts, all aiming to innovate agency operations through tech innovations. For instance, the police reform incorporated various tech solutions to boost operational efficiency and public communication. Under my Council of Europe projects, the Ukrainian judiciary adopted the guidelines aimed at improving the functioning of online dispute resolution mechanisms. This tool can make dispute resolution more effective and efficient by facilitating faster and less costly access to courts. However, we must also consider its potential downsides. It could inadvertently limit access to justice by posing technological challenges for those less adept with technology. 

We live in a fast-changing, digitally-driven world where digital transformation is no longer just seen as a competitive advantage for driving economic growth but as the key driver for meeting people’s needs and addressing a range of issues, including inequalities, cybercrimes, disinformation, public safety, and even the amplified impact of climate change. From a legal perspective, numerous debates are underway regarding the appropriate regulatory frameworks for emerging technologies to safeguard the rule of law, democracy, and human rights. Law and technology are deeply intertwined, and thus my interests lie equally in both of them. 

How has your time with BKC helped evolve your work on digital transformation? 

Being a part of BKC allowed me to examine the impact of digital transformation on human capital from a broader perspective and inspired me to ask more insightful questions, which, I hope, will lead to better solutions in my home country.  

We must approach digital technologies with caution, as they offer many opportunities but also bring challenges and risks. The more powerful the tool, the greater benefits or damage it can cause. This raises two principal questions: How do we engage with digital technology effectively, confidently, and responsibly for different purposes? And how do we ensure that digital technologies uphold democracy, the rule of law, and human rights while enabling everyone to reap the benefits of ongoing digital transformation? 

I believe that one of the key pillars of a successful digital transformation journey is Digital Competence. It comprises three elements: digital knowledge, digital skills, and digital attitudes. Digital competence should not be limited to proficiency in knowing how to use specific digital technology, but should also include an understanding of technology and how to use it in a way that is ethical, effective, and safe. 

Take, for instance, the most talked-about topic—AI systems. The debates surrounding prompts for achieving the desired output when interacting with AI systems represent digital skills. They teach us how to use, interact, and adapt AI systems. At the same time, digital knowledge of AI systems is equally essential—knowing what AI systems do, their benefits, limitations, and challenges. People should be aware that AI is a product of human intelligence and decision-making, and it’s neither good or bad. The outcomes of AI for society depend on how they are designed and used, why whom, and for what purposes. Finally, a digital attitude towards AI systems involves contemplating ethical questions related to AI systems and being aware that sometimes the best way to control an AI is not to interact with it, or turn it off.  

That said, I think It’s essential to align digital competence development with a country’s digital transformation policy framework. Now the question at hand is: how can we effectively develop and boost digital competencies for everyone? The education sector has a decisive role to play here. But to do that we need to change the way how it functions to ensure the full participation of individuals in a technology-driven society. 

Can you elaborate on some of your research findings on digital tranformation in other countries?

Here at BKC, I have studied countries’ digital education transformations and identified several factors that I think are fundamental for creating a digital education system that equips all with the necessary digital competencies.  

When we think about digital education, we often picture it as simply the application of digital technologies in delivering education (e.g. the application of Zoom or extended reality). While this is important, the mere use of digital technologies is not enough and other factors must be considered and implemented simultaneously. What are additional key factors? 

Well, the next one is suitable digital infrastructure. In Norway, it involves three components: 1) ensuring network access for all educational institutions and households; 2) deploying physical infrastructure and equipment to educational institutions, ensuring they meet security, data protection; 3) investing in cloud technologies to offer an open, multi-disciplinary environment where researchers, innovators, other individuals can publish, discover, reuse data and services for educational purposes.  

While availability and access to digital technologies are crucial, institutions must make systemic changes to encourage their critical and purposeful use. Building digital capacity in educational institutions. It entails optimizing and integrating digital technologies not just in teaching and learning but also in assessment and other operational activities of institutions. Ireland’s Digital Strategy for Schools to 2027 highlights the importance of digital leadership and institutional development plans for achieving the set objectives. 

Another crucial factor to consider is the development of digital competencies. But this time not for learners,  but for educators and other staff. It is essential to establish effective systems for initial training and professional development in this regard, Several EU countries have already adopted strategies to address it. For instance, Sweden is currently in the process of launching a new national professional program for school leaders and teachers. 

Also, tailored digital educational content is another key factor for successful digital education. It includes an adapted curriculum, smart learning resources, and digital pedagogy. As an example, the Ministry of Education in Estonia partnered with over 70 organizations and companies to provide free access to various digital learning resources. 

Another example comes from my home country, Ukraine, which is already taking bold steps towards rebuilding its human capital, and the digitalization of education is a crucial part of that effort. The Ukrainian Government is on a mission to build one of the most digital-friendly countries in the world. And they’re doing it through an award-winning e-government app and online platform called “Diia”. This platform has opened up digital access to over 120 government services and enables Ukrainians to engage with their government online in a one-stop-shop. But the story doesn’t end here. Following Russia’s full-scale invasion, a separate “Diia. Education platform” was launched. One of its main goals is to provide opportunities for people of all ages to gain the necessary digital competencies. Of course, there is still a lot of work to be done, and there will be lots of challenges, uncertainty, and experimentation along the way. But one thing is for sure: there is a strong commitment to optimizing technology for a thriving future. One where technology serves people, and public purpose drives innovation. 

Finally, the last factor for successful digital education is lifelong learning. It means that digital education shouldn't be restricted to specific groups or phases in life. It must be accessible in various contexts and at different levels, regardless of age and learning environment. This way we can attract a more diverse group of learners and enable more people to gain digital competencies.  

What is your take on broadening collective responsibilities with technologies? Do you have any remaining concerns you want to share? 

Today’s technology dilemma centers on finding the right balance between promoting innovation and upholding democracy while protecting human rights. The question of accountability in creating or enabling technologies has sparked many debates at BKC. In my opinion, it’s important to recognize that technology is not just a responsibility for governments and countries; it’s a shared responsibility that requires everyone’s participation and awareness. We should begin by asking what technology should do, rather than merely what they can do. 

Interviewer 

Jenn Louie is a graduate student at Harvard Divinity School and a tech policy, tech governance, and risk operations systems expert. She is dedicated to making technology and our interactions online safer and equitable. During the summer of 2023, she was a Berkman Klein Center intern.