Bench-2-CoP: Can We Trust Benchmarking for EU AI Compliance?

The rapid advancement of General Purpose AI (GPAI) models necessitates robust evaluation frameworks, especially with emerging regulations like the EU AI Act and its associated Code of Practice (CoP). Current AI evaluation practices depend heavily on established benchmarks, but these tools were not designed to measure the systemic risks that are the focus of the new regulatory landscape. This research addresses the urgent need to quantify this "benchmark-regulation gap." We introduce Bench-2-CoP, a novel, systematic framework that uses validated LLM-as-judge analysis to map the coverage of 194,955 questions from widely-used benchmarks against the EU AI Act's taxonomy of model capabilities and propensities. Our findings reveal a profound misalignment: the evaluation ecosystem is overwhelmingly focused on a narrow set of behavioral propensities, such as "Tendency to hallucinate" (53.7% of the corpus) and "Discriminatory bias" (28.9%), while critical functional capabilities are dangerously neglected. Crucially, capabilities central to loss-of-control scenarios, including evading human oversight, self-replication, and autonomous AI development, receive zero coverage in the entire benchmark corpus. This translates to a near-total evaluation gap for systemic risks like "Loss of Control" (0.4% coverage) and "Cyber Offence" (0.8% coverage). This study provides the first comprehensive, quantitative analysis of this gap, offering critical insights for policymakers to refine the CoP and for developers to build the next generation of evaluation tools, ultimately fostering safer and more compliant AI.

A Participatory Strategy for AI Ethics in Education and Rehabilitation grounded in the Capability Approach

AI-based technologies have significant potential to enhance inclusive education and clinical-rehabilitative contexts for children with Special Educational Needs and Disabilities. AI can enhance learning experiences, empower students, and support both teachers and rehabilitators. However, their usage presents challenges that require a systemic-ecological vision, ethical considerations, and participatory research. Therefore, research and technological development must be rooted in a strong ethical-theoretical framework. The Capability Approach - a theoretical model of disability, human vulnerability, and inclusion - offers a more relevant perspective on functionality, effectiveness, and technological adequacy in inclusive learning environments. In this paper, we propose a participatory research strategy with different stakeholders through a case study on the ARTIS Project, which develops an AI-enriched interface to support children with text comprehension difficulties. Our research strategy integrates ethical, educational, clinical, and technological expertise in designing and implementing AI-based technologies for children's learning environments through focus groups and collaborative design sessions. We believe that this holistic approach to AI adoption in education can help bridge the gap between technological innovation and ethical responsibility.