Have you ever typed a message and seen your phone suggest the next word? Or opened a streaming platform and found a list of films and TV shows you might like? These everyday examples of artificial intelligence open a global publication prepared by the Smithsonian Science Education Center (SSEC) – an educational organization operating within the Smithsonian Institution.
SSEC has published the e-book Stories of Women in STEM: Artificial Intelligence, which presents the profiles of twelve women who have been important to the foundations and applications of AI-through a “past–present–future” lens. This is a remarkable distinction: the publication features the stories of only 12 women working in AI globally, selected as figures of particular importance to the development of the field.
Among them are Ada Lovelace, Dorothy Vaughan, Cynthia Breazeal, Regina Barzilay, and Chelsea Finn – some of the most celebrated names in the discipline. Prof. Przegalińska’s inclusion in this group is a strong signal of international recognition for her research contributions.
Human–AI as the centre of research
The chapter devoted to Prof. Przegalińska presents her as a researcher who approaches AI not only as a tool, but above all as a relationship: what happens to people when they work and live alongside intelligent systems, how trust is built, what emotions accompany interactions, and what can easily be overlooked in these encounters. The publication also raises a question that frames this perspective: “How we remain human in the age of intelligent machines”.
The e-book also highlights the role of Akademia Leona Koźmińskiego as the environment where this research is conducted and further developed. Prof. Przegalińska is presented as an associate professor and Vice-Rector for Innovation and AI, as well as the head of the Human-Machine Interaction Research Center. The publication emphasizes the interdisciplinary nature of the team’s wor-combining philosophy, psychology, management, and computer science—and points to research on, among other topics, the impact of AI and wearable technologies on behaviour and emotions (including projects involving EEG headsets).
The chapter also references research and project collaborations with partners such as Massachusetts Institute of Technology, Harvard University, and Microsoft – further illustrating the scale and international network connected to this research area.
Collaborative AI and education: a direction resonating internationally
The authors place strong emphasis on the educational dimension: Prof. Przegalińska notes that the future of learning and teaching is linked to Campus AI and, more broadly, to the concept of collaborative AI – an approach in which humans and AI work together rather than replace one another. At the same time, an important caveat is clearly stated: AI should support the learning process but should not take over the student’s role as an active thinker.
The chapter also discusses initiatives focused on responsible AI integration in higher education, including the EUonAIR project (a collaboration of 10 universities across Europe) and the concept of educational solutions under MyAI University. These examples illustrate an approach in which technology is designed with people in mind – supporting shared learning and meaningful inclusion.
Prof. Przegalińska’s presence in the Smithsonian series is not only an individual honour; it also confirms that research on the human–AI relationship, and the development of human-centered and collaborative AI, is among the most important themes in the global conversation about artificial intelligence today.
The publication is available on the Smithsonian Science Education Center website
