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How to Talk to AI (And How Not To)
London: Ebury Publishing (2026), 272 pp.
"[...] Most people still don't really understand how AI works, how to make the most of it – or what the dangers are. As some people use it to turbo-charge their productivity at work, others are falling into dangerous conspiracies, delusions and psychosis. In How to Talk to AI, award-winning techno
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Unabhängige Expertenkommission „Kinder- und Jugendschutz in der digitalen Welt“: Bestandsaufnahme
Berlin: Bundesministerium für Bildung, Familie, Senioren, Frauen und Jugend (2026), 128 pp.
"Diese Bestandsaufnahme ist in der ersten Arbeitsphase der Unabhängigen Expertenkommission „Kinder- und Jugendschutz in der digitalen Welt“, zwischen Oktober 2025 und Februar 2026, von den 18 Mitgliedern der Kommission verfasst worden. Die Kommission hat drei Arbeitsgruppen gebildet, die jeweil
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Artificial Intelligence for Older Adults: Concepts, Needs and Practices of Use
Kyiv: Ukrainian Media and Communication Institute (2026), 18 pp.
"To better understand the attitudes of older adults toward artificial intelligence, as well as to identify their needs in using it, we conducted focus group discussions, the results of which are presented in this analytical report. Overall, these discussions showed that there is often a stereotypica
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Uso crítico y ético de la Inteligencia Artificial en la educación
Deep Insights
São Paulo: Campaña Latinoamericana por el Derecho a la Educación (CLADE); Educación en Voz Alta (2026), 150 pp.
"Esta guía sistematiza y resume los contenidos del curso virtual “Uso crítico y ético de la Inteligencia Artificial en la educación”, celebrado en tre los meses de octubre y diciembre de 2025 [...] El curso se planificó como una introducción conceptual a los distintos ámbitos que abarca
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"This briefing focuses broadly on journalistic communication about AI. We first summarize research and frameworks that address the following questions about societal AI literacy: What does the public currently know about AI, and what does the public need to know about AI? We then move on to a synthe
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Fundamentos en competencias digitales
Lima: Universidad San Ignacio de Loyola, Fondo Editorial (2025), 169 pp.
"[... ] la presente guía se fundamenta en el marco [conceptual europeo] DigComp 2.2, que establece un estándar claro sobre las competencias digitales necesarias para interactuar en el mundo actual. A lo largo de este documento, abordamos cinco competencias clave: búsqueda y gestión de informaci
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Fighting Misinformation: A Critical Look at Disinformation in Indonesia
London: BBC Media Action (2025), 10 pp.
"The research reveals that while digital platforms dominate Indonesia’s information environment, TV remains highly popular and more trusted than social media or the internet as a source of information. Trust in international media is notably low, while trust is higher in local outlets. Audience se
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Empowering Youth to Combat Malicious Deepfakes and Disinformation: An Experiential and Reflective Learning Experience Informed by Personal Construct Theory
Journal of Constructivist Psychology, volume 38, issue 1 (2025), 22 pp.
"The potential to weaponize deepfakes is growing at an alarming rate. The study aimed to explore how education can help youth develop resilience to malicious deepfakes and the ability to counter disinformation, regardless of context. Sixteen youth between the ages of 18 and 24 participated in a 9-h,
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Zwischen Wertschätzung und Widerstand: Algorithmische Kompetenz junger Menschen am Beispiel der Kurzvideoplattform TikTok
Hamburg: Hans-Bredow-Institut (2025), 64 pp.
"In der vorliegenden Studie wurde untersucht, was Jugendliche und junge Erwachsene über die Funktionsweise des algorithmischen Empfehlungssystems (AES) von TikTok wissen, inwiefern sie damit interagieren und welche Emotionen dabei involviert sind. Dazu wurden sechs Fokusgruppen (n=31) in drei deuts
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Me, myself and AI: Understanding and safeguarding children’s use of AI chatbots
London: Internet Matters (2025), 56 pp.
"This report explores how children are interacting with AI chatbots, which are computer programmes designed to simulate conversation with a person. Our findings show that while these tools can offer clear benefits, such as 24/7 learning support and a non-judgemental space to ask questions, they pose
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Medienkompetenz für die digitale Welt: Ein praktischer Wegweiser
Bielefeld: transcript Verlag; Bielefeld University Press (2025), 260 pp.
"In einer Zeit, in der neue Technologien und Künstliche Intelligenz allgegenwärtig sind, erweist sich der souveräne Umgang mit digitalen Medien als unerlässliche Schlüsselkompetenz. Der Einstiegskurs bietet einen umfassenden Einblick in vielfältige Dimensionen digitaler Medienkompetenz und bef
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Guidelines for the mindful and ethical use of AI
Aachen: Catholic Media Council (CAMECO) (2025), 2 pp.
Understand AI and its Tools -- Understand Algorithms -- Maintain a Critical Perspective -- Protect Your Data—And Others' Too -- Stay Informed about AI Ethics and Policy -- Use AI Thoughtfully—Not for Everything
Gaming: Digitale Spiele
Wien: Saferinternet.at (2024), 6 pp.
Azerbaijan digital skills assessment 2023-2024
Geneva: ITU (2024), ix, 83 pp.
"The survey findings reveal that 25 per cent of those aged between 15 and 74 have at least basic digital skills, with 7.8 per cent having above basic digital skills and 17.3 per cent having basic digital skills. The study also found that over a quarter (26.5%) of respondents below the basic level of
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User empowerment through Media and Information Literacy responses to the evolution of Generative Artificial Intelligence (GAI)
Paris: UNESCO (2024), 16 pp.
"The goal of this policy brief is to demonstrate how stakeholders can apply the lens of Media and Information Literacy for all to Artificial Intelligence/Generative Artificial Intelligence (AI/GAI) to address its risks and opportunities in the information and digital ecologies. A special focus is on
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AI competency framework for students
Paris: UNESCO (2024), 80 pp.
"Integrating AI learning objectives into official school curricula is crucial for students globally to engage safely and meaningfully with AI. The UNESCO AI competency framework for students aims to help educators in this integration, outlining 12 competencies across four dimensions: Human-centred m
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