How to identify dis/mis/mal -information

Responsabile use of AI

Risks and consequences of hyper digitalization

Key features:

1. People nearby — find youth leaders, mentors, activists and experts open to collaboration, filtered by topic (democracy, ecology, gender equality, media literacy, digital rights)

2. Knowledge base — upload and download materials from EU Partnership, Council of Europe, youth centres and beyond; including resources such as T-ket and self-organisation guides

3. Map & database of youth spaces worldwide — centres, hubs, co-working spaces, incubators — with an option to book spaces directly in the app

4. Opportunities — internships, volunteering, exchanges, grants and residencies, all in one place

Including more practical goals for the exercises

Empower young people and teach them how to bring their opinions in policymaking

Using natural language instead of academic words

Making it AI-native

Increase relatedness by sharing human testimonials

Tips & tricks

Encourage member states to use it as a baseline to build up on

This initiative supports both young people, but also the gaming sector, especially valuable for indie studies and aspiring designers/artists

- local

- regional

- national

- international

it is similar to "What? Where? When?", where we have some teams and some different tasks for understanding using of digital tools in our usual life

The idea is to design these trainings in a way that they are not generic, but context-sensitive — taking into account factors such as digital literacy, access to technology, professional background, and the socio-economic environment.

This would include adapting content for youth, educators, public sector workers, and community leaders, ensuring practical application and relevance in their daily work and decision-making.

At the same time, there is a significant gap in qualified specialists who are able to design and deliver such context-based trainings. Many existing AI-related programs focus on abstract or highly technical concepts that are difficult to understand and not directly applicable, especially for younger audiences.

This creates a disconnect between the content of the trainings and the actual needs of participants, highlighting the importance of developing more accessible, practice-oriented, and audience-centered learning approaches.

That's why we need trainings like "how to do your homework with AI smart"

The idea is to provide short, actionable, and easy-to-apply insights based on real cases, rather than abstract theory.

Content would include situation-based solutions, common mistakes, quick tips, and ready-to-use tools (templates, checklists, training formats), as well as simplified guidance on using Artificial Intelligence in youth work.

• AI thinking – learning to understand how AI works

A structural change would also be needed in restructuring and reprioritising the subjects in schools - we need more prioritisation on learning about democracy!

Like making attractive presentation

- are we trying to teach young people to be AI experts (is that a core role of youth work) or

- raise awareness, help young people recognize both opportunities and risks of AI and support young people to become critical, ethical, and creative users of AI??.

If the second question is the answer, youth workers are not supposed to be AI experts.

Examples of concrete activities, workshops that are devepoled based on the methodolgy of non formal education and human rights education and adopted to AI reality between young people (misinformation and deepfakes, fact checking, bias, risks, prompting, creativity with AI, concrete examples of risks and opportunities)

Promoption and recognition of youth work and how important it is to do raise awareness about AI

• Translate academic research on bias and misinformation into plain language briefings

• Policy briefings in plain language briefings

• Provide regional case studies to make it concrete.

• List of software and it solutions

• Knowledge from empirical research into educaiton

Alternatives to AI

Workshops on dealing with the social consequences of tech

Programs should use dilemmas connected to young people’s experiences

Long-term curricula for critical thinking development

Use games, pop-ups, and gamified learning for hard-to-reach young people

Materials adapted for young people, “we” usually miss

Workshops that teach educators on: instructions on how to use free, non-monetising tools; Linux; platforms for DE googling; DuckDuckGo; privacy-sensitive noncommercial stuff. Use Netboard instead of Padlet.

Also videos and podcasts on key topics

Networking can & should have 2 different target groups: 1. With fellow youth workers in the same field to create a community, and 2. Cross-sectoral networking with inputs from other fields (eg. tech workers, developers, formal educators…)

- More resources verified by the Council of Europe are considered safe and ethical ones (as we trust that they are already checked through human rights and values lenses)/ other sources/providers, making it more visible that the resources they are providing are HR value-based

- Accessible resources (e.g. translated, easy to adapt and to implement for young people facing accessibility challenges, allowing young people with no previous knowledge to get involved)

• Instructions on how to use, free non-monetising tools (e.g. Linux, platforms for DE googling, DuckDuckGo, privacy-sensitive noncommercial stuff, Netboard instead of Padlet)

• Learn about European tools that follow guidelines, and the youth sector contributes to the development of a safe internet

• Translate academic research on bias and misinformation into plain language briefings / Policy briefings in plain language briefings

• Provide regional case studies to make it concrete

• List of software and IT solutions

• Knowledge from empirical research from different fields in education