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Taking a Look at the most common AI myths & debunking them the Superrr way!
Berlin: SUPERRR (2026), 22 pp.
"How do we want to use technology, and when do we hit the brakes? As part of our work in 2026, we held 14 public-facing “AI mythbusting” sessions at libraries across Berlin, Germany. We were astonished by the strong public response and clear need for judgement-free spaces to talk about AI. Colle
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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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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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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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