"Within the complex media and educational landscape of Afghanistan, characterized by the takeover by the de facto authorities, a study of the current Media-Based education was facilitated by the Afghanistan Independent Journalists Union (AIJU) and Integrity Watch Afghanistan (IWA) with the support o
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f UNESCO. The study aims to understand the current media landscape in the country particularly the creation and distribution of educational content. It has the objective of assessing the current context of consumption of educational content published on different media platforms, with a special focus on their accessibility and relevance for the communities, mapping the broadcast and digital learning environment within the country and of evaluating the needs of the communities. Aligned with UNESCO’s mission to promote freedom of expression and education, this research investigates the potential of media to provide alternative opportunities and tools for learning. The resulting report “Media Mapping on Educational Content Production and Dissemination in Afghanistan” provides narratives and perspectives of those working in the media sector, including media managers, who are working under very challenging conditions. It reflects the communities’ experiences, including those of girls - who face significant barriers and restrictions in accessing traditional educational opportunities. The report provides valuable insights into the opportunities and obstacles for Media-Based education within the Afghan media sphere. The detailed findings aim to guide stakeholders and present actionable insights that seek to enhance the work of the media sector in facilitating access to education in the current environment of Afghanistan." (Back cover)
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"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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the empowerment of youth and highlighting issues of gender and cultural diversity. It also aims to provide recommendations based on Media and Information Literacy (MIL) principles and competences that can lead to concrete policy actions. This policy brief is also useful for civil society organizations and a variety of stakeholders, including media, digital platforms, and governments." (Introduction)
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"Este documento presenta el Mapeo de iniciativas de Alfabetización Mediática e Informacional en Iberoamérica, realizado a lo largo de 2023, a partir de un cuestionario dirigido a los miembros de la Plataforma de Reguladores del sector Audiovisual de Iberoamérica (PRAI), a los medios audiovisuale
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s de servicio público, así como a diversos organismos públicos y organizaciones civiles relevantes en el ámbito de la Alfabetización Mediática e Informacional (AMI) en la región iberoamericana. El objetivo del mapeo es agrupar las prácticas recientes implementadas por todos los organismos encuestados en sus áreas de competencia, para sistematizar sus experiencias y resultados y poder darlos a conocer a fin de sensibilizar a los públicos objetivos sobre el papel desempeñado en la promoción de la AMI. El presente documento integra la presentación del proyecto, así como sus principales hallazgos y recomendaciones para la promoción y difusión de la AMI en la región. Lo acompañan dos anexos que detallan las 52 iniciativas identificadas que configuran el mapeo." (Resumen ejecutivo)
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"The threats associated with AI on safeguarding the record of the Holocaust are manifold, including the potential for manipulation by malicious actors, the introduction of falsehoods or dissemination of biased information, and the gradual erosion of public trust in authentic records. This paper prov
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ides a warning of what is at stake for the preservation of historical truth in a digital era increasingly mediated by AI. This report highlights five major concerns: 1. AI automated content may invent facts about the Holocaust. [...] 2. Falsifying historical evidence: Deepfake Technology. [...] 3. AI models can be manipulated to spread hate speech. [...] 4. Algorithmic bias can spread Holocaust denial. [...] 5. Oversimplifying history. [...]" (Executive summary)
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"Since wars begin in the minds of men and women, it is in the minds of men and women that the defences of peace must be constructed” Countering racism in and through education Racist ideologies and discrimination continue to be a global problem. They are still widespread in our societies and roote
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d in different channels that enable their diffusion. Racism in education materials is a prevalent issue that must be addressed." (Short summary)
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"In an era where digital interactions dominate, young people must be equipped with more than just basic digital literacy skills. Media and Information Literacy (MIL) has become an essential competency, enabling them to critically navigate the overwhelming _ow of information in our fast-paced and com
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plex information ecosystem. With the Internet user base getting younger every day - data shows that one in three internet users is a child - countries worldwide are increasingly working on integrating MIL into their education systems. Despite these advancements, many young people still grapple with challenges such as disinformation, hate speech, and other harmful online content. Additionally, new technologies continue to emerge, creating challenges with unknown impacts. For example, 80% of young people aged 10 to 24 use AI multiple times a day for education, entertainment, and other purposes. Global youth organizations are at the forefront of UNESCO's efforts to promote MIL among young people through informal education. This toolkit serves as a primary resource to help these organizations incorporate MIL into their strategies, policies, and operations, aiming to make MIL a lasting component of their practices and peer-to-peer educational programs." (Abstract)
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"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
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competencies across four dimensions: Human-centred mindset, Ethics of AI, AI techniques and applications, and AI system design. These competencies span three progression levels: Understand, Apply, and Create. The framework details curricular goals and domain-specific pedagogical methodologies. Grounded in a vision of students as AI co-creators and responsible citizens, the framework emphasizes critical judgement of AI solutions, awareness of citizenship responsibilities in the era of AI, foundational AI knowledge for lifelong learning, and inclusive, sustainable AI design." (Short summary)
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