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UNESCO launches media literacy guide for families in the digital age

UNESCO has launched a global media literacy guide to help parents, caregivers, and families support children’s safe, informed and critical engagement with digital environments.

The guide, titled Growing Up in a Connected World: A Family Guide for the Digital Age, was launched at UNESCO Headquarters and online, attracting around 700 participants. It is available in English, French, and Spanish.

Developed by UNESCO in partnership with the French Media and Information Literacy Centre, CLEMI / Réseau Canopé, the guide is intended to equip families with media and information literacy skills to help guide children’s digital engagement.

UNESCO said the initiative comes amid growing global debate over whether younger users’ access to social media should be restricted or, in some cases, prohibited altogether. The organisation said such debates reflect broader concerns about safety, wellbeing and exposure to harmful content, but also underline the need to help young people navigate digital spaces safely, critically, and confidently.

The guide addresses both opportunities and risks linked to digital technologies. UNESCO said digital technologies can expand access to knowledge, participation and connection, but can also expose children to cyberbullying, harmful content, misinformation, and hate speech.

Khaled El-Enany, Director-General of UNESCO, said, ‘UNESCO promotes robust, evidence-based Media and Information Literacy policies. There is progress: UNESCO’s 2025 global survey shows that 171 countries now have a MIL policy framework. However, implementation remains uneven, with fewer than half of countries integrating media and information literacy into school curricula. As a result, too many children still receive no structured support at all. And when schools cannot fill this gap, the responsibility falls on families.’

Samuel Vitel, Director General of Réseau Canopé, said, ‘It is often through dialogue with parents that children learn to question information, compare different perspectives, and develop their critical thinking skills. This is why parents need support, just as we already provide it to teachers and to all education stakeholders.’

UNESCO said families are increasingly at the centre of today’s information ecosystems as digital and political transformations reshape society. The organisation said regulatory approaches such as safety by design remain important, but are not sufficient on their own.

The guide is designed to place practical tools directly in the hands of parents and caregivers. UNESCO said the aim is to support informed decision-making, strengthen autonomy within family life, and help families guide digital practices at home.

Mariya Gabriel, UNESCO Assistant Director-General for Communication and Information, said, ‘This new Guide serves as a common foundation of knowledge that every parent should be able to access. Its publication today is, therefore, not the end of our work, but the beginning.’

UNESCO also highlighted the growing influence of AI on information consumption and communication practices. Citing research from the Reuters Institute, it said 15% of young adults aged 18 to 24 use AI weekly to access news, compared with 3% of older users.

The organisation called on regulators, media organisations, experts, and other stakeholders to help empower parents, children, and young people to navigate information ecosystems critically and confidently.

UNESCO said media and information literacy remains one of its core global programmes. Through these initiatives, UNESCO and its partners aim to strengthen critical thinking skills and digital competencies in response to rapid technological change.

Why does it matter?

The guide matters because debates over children’s online safety are moving beyond restrictions and platform rules alone. UNESCO’s approach places media literacy at the centre of child protection, arguing that young people also need support to understand information, assess risks, and navigate digital spaces critically.

It also highlights the role of families in digital governance. Where schools have not yet integrated media and information literacy into curricula, parents and caregivers often become the first line of support against misinformation, harmful content, cyberbullying, and AI-shaped information environments.

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OECD report highlights AI’s growing role in workforce training

AI is beginning to reshape how vocational education and training (VET) systems design qualifications, update curricula and respond to rapidly changing labour market demands, according to a new OECD report.

As economies undergo digital and green transitions, education authorities face growing pressure to ensure training programmes remain aligned with evolving workforce needs.

The report finds that AI is already being used across parts of the vocational education ecosystem to analyse labour market trends, identify emerging skills gaps, map competencies and support curriculum development.

Countries, including the Netherlands, Switzerland, Estonia and Germany, have launched pilot initiatives using AI tools to accelerate and improve qualification design and revision processes.

AI is also being explored as a mechanism for supporting modular learning pathways and micro-credentials in sectors experiencing rapid technological change.

Despite growing interest, the OECD stresses that AI adoption remains uneven and largely experimental. Most systems continue to rely on traditional governance structures involving employers, industry representatives, educators and public authorities.

Rather than replacing existing governance processes, AI is currently being used to support evidence gathering, stakeholder consultations and administrative functions. The organisation notes that countries with strong digital infrastructures and advanced labour market intelligence systems are better positioned to move from isolated pilots to broader implementation.

The report also warns that broader AI adoption could introduce new risks for vocational education systems. Concerns include biased outputs, poor data quality, reduced transparency, cybersecurity vulnerabilities and the possibility of weakening collaborative decision-making.

To address these challenges, the OECD argues that AI deployment must remain human-centred and operate within robust governance frameworks. Maintaining accountability, ensuring stakeholder participation and protecting data integrity will be critical as governments increasingly integrate AI into education and workforce development policies.

Why does it matter?

Vocational education systems play a critical role in preparing workers for changing labour markets. As digitalisation, automation and the green transition reshape skills demand, governments are looking for ways to update qualifications and training programmes more quickly. The OECD report suggests that AI could help education systems identify emerging workforce needs, improve labour market intelligence and make curriculum development more responsive.

At the same time, the report highlights that technological innovation alone is unlikely to solve skills challenges. The effectiveness of AI in vocational education will depend on strong governance, reliable data, stakeholder participation and human oversight. How governments balance efficiency gains with transparency, accountability and trust could shape the future of workforce development and lifelong learning policies.

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Norway restricts generative AI use in primary schools

Norway is introducing new national guidance that significantly restricts the use of generative AI in primary education as part of a broader effort to strengthen foundational learning outcomes. From the upcoming school year, pupils in grades 1–7 will generally not be permitted to use generative AI tools in their schoolwork.

The approach reflects concerns over declining foundational skills, with international assessments indicating a drop in reading and numeracy levels among Norwegian students. Policymakers have linked the decision to evidence suggesting that early and uncritical reliance on generative AI could interfere with the development of essential literacy, numeracy and problem-solving skills.

In secondary education, AI will be introduced gradually, with schools expected to ensure that teachers have the necessary skills and training before students begin using the technology. Full integration is expected at the upper secondary level, where AI is seen as part of preparation for further education and the labour market.

Authorities emphasised that AI may still be used in specific circumstances, particularly to support students with individual learning needs or those requiring tailored educational assistance. The policy will be reviewed and adjusted over time, with a focus on strengthening teacher training and ensuring responsible use of the technology across the education system.

Why does it matter?

The decision reflects a growing international debate over the role of generative AI in education. While AI tools can support learning, creativity and personalised instruction, educators and policymakers are increasingly concerned that early dependence on such technologies could weaken the development of core skills that students need before they can use AI critically and effectively.

Norway’s approach also highlights a broader shift towards phased AI adoption in schools. Rather than focusing solely on access to technology, the policy places teacher competence, pedagogical goals and student development at the centre of implementation. The outcome may influence similar discussions in other countries seeking to balance digital innovation with educational quality and learning outcomes.

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EU and OECD launch AI literacy framework for schools

The European Commission and the OECD have presented a new AI literacy framework for primary and secondary education, aimed at helping schools prepare learners for a world increasingly shaped by AI technologies.

The AI Literacy Framework was unveiled on 18 June during the European Digital Education Hub flagship event in Brussels. The event, titled ‘Collaborate for Impact: Advancing European Digital Education and Skills’, brought together policymakers, educators, experts, and stakeholders from across Europe.

Developed with support from international experts, including CodeAI, the framework provides a common reference point for integrating AI literacy across education systems. It is accompanied by practical classroom examples for primary and secondary levels to help educators translate AI literacy into learning experiences.

The framework defines AI literacy as the combination of technical knowledge, durable skills and future-ready attitudes needed to participate effectively in a world influenced by AI. It aims to help learners engage with, create with, manage, and shape AI while critically evaluating its benefits, risks, and ethical implications.

The European Commission said AI is reshaping how people learn, work, communicate, and make decisions. It said education systems need to prepare young people to navigate AI in daily life and use it responsibly.

The framework defines AI literacy as the combination of technical knowledge, durable skills and future-ready attitudes needed to participate effectively in a world influenced by AI.

According to the Commission, 68% of teenagers already use AI tools, yet many education systems still lack structured approaches for integrating AI into teaching and learning. Addressing these barriers could help learners use AI more creatively, ethically, and effectively.

The framework is intended for teachers, education leaders, policymakers, and learning designers. It offers guidance on curriculum integration, school-level AI literacy initiatives, policy development, and the design of educational content and teacher training materials.

The framework is structured around four dimensions that describe how learners engage with, create with, manage, and shape AI. It also includes 19 competences organised around knowledge, skills, and attitudes, along with learner expectations, learning scenarios, and classroom examples.

The Commission said the framework supports the EU’s ambition to deliver high-quality, inclusive, and future-oriented digital education. It also contributes to the Digital Education Action Plan and the Union of Skills by helping learners develop competences for a digital and AI-driven society.

The framework complements several European initiatives and policy priorities, including the PISA 2029 Media and AI Literacy assessment, the Digital Education Action Plan 2021-2027, updated ethical guidelines for educators on AI use, the AI Act, and the European Digital Competence Framework.

Why does it matter?

AI is rapidly becoming a foundational digital skill, comparable to information literacy or internet literacy. As AI tools become increasingly integrated into education, work and everyday life, schools face growing pressure to help students understand not only how to use these technologies, but also how to evaluate their outputs, recognise their limitations and engage with them responsibly.

The framework also represents an important step towards harmonising AI education across Europe. By providing common competences, classroom examples and guidance for educators, it creates a bridge between AI policy objectives and practical teaching. This could help ensure that future generations develop the skills needed to participate in an AI-driven society while supporting broader European goals related to digital skills, innovation and trustworthy AI.

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UNESCO assessment supports ethical AI roadmap in El Salvador

El Salvador has advanced its national AI agenda following the presentation of a Readiness Assessment Methodology (RAM) report developed by UNESCO in cooperation with the National Artificial Intelligence Agency (ANIA). The initiative brings together government institutions, international organisations, academia and the private sector to assess the country’s preparedness for ethical, inclusive and sustainable AI development.

The assessment is grounded in the UNESCO Recommendation on the Ethics of Artificial Intelligence, which establishes principles for safe and responsible AI deployment. According to the assessment, El Salvador’s legal and institutional framework, including measures related to data protection, cybersecurity and AI governance, has strengthened its position in regional AI readiness indicators.

The report highlights AI deployments already being used in public services, including digital health diagnostics, automated legal processes and large-scale digitisation of government records. Education systems are also integrating AI tools to expand access to learning, while projected economic gains suggest significant growth potential if ethical adoption continues to scale.

Alongside the findings, authorities outlined priorities aimed at reducing inequalities in access to technology, expanding participation in STEM education and ensuring that AI-related benefits reach both urban and rural communities.

The new National Artificial Intelligence Strategy 2026 sets out these priorities as part of a broader human-centred development model.

Why does it matter?

The initiative positions El Salvador as a test case for how emerging economies can align rapid AI adoption with structured governance and ethical safeguards. By embedding human-centred principles into national strategy and law, the country aims to prevent AI-driven gains from widening social or geographic inequalities while strengthening long-term digital readiness.

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OECD publishes AI literacy framework for schools

The Organisation for Economic Co-operation and Development (OECD) has published a new report, ‘Empowering Learners for the Age of AI‘, outlining an AI literacy framework for primary and secondary education.

According to the OECD, AI is becoming increasingly embedded in everyday digital life and is influencing civic, professional and social outcomes. The organisation argues that education systems must equip young people with the knowledge and skills needed to understand, evaluate and use AI responsibly.

The report defines AI literacy as a combination of knowledge, skills and attitudes that enable learners to understand how AI systems function, critically evaluate their outputs and use them ethically, responsibly and creatively.

The OECD said the framework outlines learning outcomes for primary and secondary students and is intended to support policymakers, educators, schools and families in fostering AI literacy both inside and outside the classroom. The report was published on 18 June 2026.

Why does it matter?

As AI becomes increasingly integrated into education, work, public services and everyday life, AI literacy is emerging as a foundational skill alongside traditional digital literacy. Understanding how AI systems operate, where their limitations lie and how their outputs should be evaluated will be important for informed participation in society and the economy.

The OECD framework also reflects a broader policy shift from focusing solely on access to technology toward developing the skills needed to use AI responsibly and critically. By providing a common reference point for educators and policymakers, the framework could help shape future curricula, teacher training programmes and national education strategies aimed at preparing students for an AI-enabled world.

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UNESCO backs new initiative against online hate speech

Organisations and experts in Kyrgyzstan have launched the country’s first multistakeholder coalition focused on online harmful content and content moderation, with support from UNESCO and the European Union.

The Aikyn Sanarip coalition was launched in Bishkek on 17 June, ahead of the UN International Day for Countering Hate Speech. It brings together civil society, media representatives, government bodies, academics, international organisations and bloggers.

UNESCO said the coalition will provide a platform for dialogue on freedom of expression, digital rights, online safety and greater accountability from digital platforms.

The launch also featured the first national study on freedom of expression and content moderation in Kyrgyzstan. The research examines how hate speech spreads across digital platforms, how content is moderated in Kyrgyz-language digital spaces, and where legal and institutional gaps remain.

UNESCO said users in Kyrgyzstan increasingly encounter hate speech, disinformation and online harassment. At the same time, the country lacks a clear legal definition of hate speech, and mechanisms for addressing harmful content remain fragmented.

The European Union supported the forum under UNESCO’s Social Media 4 Peace project, which promotes multistakeholder responses to harmful online content while protecting freedom of expression.

Why does it matter?

The launch shows how online hate speech and harmful content are becoming governance issues beyond major platform markets. Kyrgyzstan’s new coalition links digital rights, online safety and platform accountability, while also highlighting a difficult balance: tackling hate speech and disinformation without undermining freedom of expression. The initiative may offer a model for multistakeholder responses in countries where legal frameworks and platform moderation practices remain underdeveloped.

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UNESCO-backed initiative promotes AI skills and workforce innovation in East Africa

Nearly 1,000 students from across East Africa participated in the AI4EAC Innovation Challenge, a regional initiative designed to strengthen AI skills while encouraging practical solutions to local challenges.

Supported by UNESCO Campus Africa and several regional and international partners, the programme brought together students from 57 universities across East Africa.

One of the programme’s central themes was employment and workforce development through the Skills2Job Challenge. Participants were tasked with developing AI systems capable of identifying suitable occupations based on an individual’s skills profile.

Using data from UNESCO’s Global Skills Tracker, students developed machine-learning models aimed at improving career guidance, workforce mobility and skills-based hiring.

The winning projects explored different approaches to matching skills with labour market opportunities. Several participants argued that labour markets across Africa continue to place significant emphasis on formal qualifications, often overlooking transferable skills that could support employment across multiple sectors and industries.

UNESCO said the initiative demonstrates growing demand for AI skills across the region while highlighting the ability of young innovators to develop solutions tailored to local economic and social challenges.

The programme forms part of wider efforts to strengthen links between higher education, innovation ecosystems and employment opportunities throughout Africa.

Why does it matter?

The initiative highlights how AI can be applied to address practical development challenges, including the gap between education outcomes and labour market needs. By focusing on skills-based matching rather than formal qualifications alone, AI tools could help improve workforce mobility, career guidance and access to employment opportunities.

The programme also reflects the growing importance of AI capacity development across Africa. As governments, universities and businesses invest in digital transformation, building local AI talent and innovation ecosystems will be essential for ensuring that AI solutions are developed in ways that reflect regional priorities, economic realities and social needs.

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Western Balkans schools explore AI in education with UNESCO and UNICEF support

Educators from across the Western Balkans gathered in Sarajevo to discuss the rapid rise of AI in education and its implications for teaching and learning. The regional conference brought together more than 80 teachers and practitioners from Bosnia and Herzegovina, Croatia, Serbia and Slovenia.

Supported by UNESCO, UNICEF, the French Institute and the Croatian Cultural Society ‘Napredak’, the event focused on both the opportunities and risks associated with AI adoption in education. Discussions covered ethical use of AI, data protection, safeguarding learner well-being and maintaining educational integrity in digital environments.

Workshops provided hands-on training in AI tools, allowing participants to explore how the technology can be used responsibly and effectively in classroom settings. UNESCO also introduced multilingual resources on AI in education, aimed at improving access to practical guidance and best practices across the region.

The initiative highlighted a shared priority among educators: ensuring that AI supports human-centred learning while teachers remain central to delivering effective, inclusive and equitable education.

Why does it matter?

The integration of AI into education systems marks a structural shift in how learning is designed, delivered and evaluated, with implications that extend beyond classrooms into labour markets and civic participation. As governments and institutions experiment with AI tools, the key challenge is ensuring that efficiency gains do not come at the expense of equity, privacy and critical thinking.

Regional cooperation and shared ethical frameworks, such as those promoted by UNESCO, are therefore essential for preventing fragmented adoption and widening digital divides, while helping education systems remain adaptable, inclusive and centred on human development in an increasingly automated environment.

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Children’s online safety and screen time under growing UK scrutiny

The UK Government Office for Science has highlighted the need for evidence-led policy on children’s online lives, warning that digital technologies bring both benefits and risks while long-term evidence remains limited.

In an article published on the GOV.UK, the Government Chief Scientific Adviser noted that 97% of UK teenagers aged 13 to 15 now own a mobile phone, while almost one-fifth of children aged three to five also own one. Children aged eight to nine spend an average of two hours per day online, rising to four hours for those aged 13 to 14, excluding gaming time.

The article said children use digital platforms to maintain friendships, access communities, and find support, and that some are also using AI companions for well-being and emotional regulation. AI tools are increasingly being used for learning and schoolwork, with around half of children reporting AI use.

However, the government adviser warned that children face risks including harmful content, cyberbullying, privacy breaches, false or misleading information, unlimited scrolling, personalised algorithms and other features designed to maximise engagement.

The article said there is not enough robust long-term data to determine with confidence how digital technologies are affecting children. It also warned that the use of AI should not prevent children from developing skills such as written expression and critical thinking.

The Government Office for Science said stronger evidence and continued evaluation are needed to inform policy, including the Department for Science, Innovation and Technology’s consultation on the impacts of growing up online, which covers social media, AI chatbots, gaming sites and other online services.

Why does it matter?

The article is relevant because it frames children’s online safety as an evidence and governance challenge, not only a moral panic over screen time. UK policymakers are weighing restrictions on social media, gaming platforms, AI chatbots and other online services, but the Government Office for Science stresses that long-term evidence remains incomplete. That makes transparency, evaluation and proportional safeguards central to future online safety policy.

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