MIL for ASEAN Network

08/07/2026

We are pleased to share the first announcement for Global Media and Information Literacy (MIL) Week 2026, which will be commemorated under the theme:

We All Play a Part – Media and Information Literacy for the People

Observed annually from 24 to 31 October, Global MIL Week is a major opportunity to mobilize stakeholders around the world to advance media and information literacy and strengthen international cooperation.

The 2026 edition embraces the idea that we all play a part in fostering healthier information ecosystems. Media and information literacy is a shared commitment, requiring the engagement of educators, journalists, researchers, policymakers, youth, content creators, digital platforms, parents, civil society organizations, local authorities, and many others.

Reflecting this vision, Global MIL Week 2026 will adopt a decentralized approach, bringing together a series of regional and thematic events organized by UNESCO offices and partners across the world. These events will showcase practical initiatives, encourage collaboration across sectors, and create opportunities for dialogue and knowledge exchange on key issues such as education, artificial intelligence, youth engagement, digital citizenship, information integrity, and platform governance.

Over the coming weeks, UNESCO will share further information on the programme, regional events, calls for participation, and ways to engage in Global MIL Week 2026. Stay tuned on the official page: https://articles.unesco.org/en/articles/global-media-and-information-literacy-week-2026

Everyone is encouraged to organize an event during the week or join UNESCO's social media campaign.

08/07/2026

“Across the world, most students and teachers now have access to AI tools. What they don't have, in wildly uneven measure, is the ability to use those tools with judgment.”

AI literacy is reshaping Asia's classrooms uneven teacher training, widening equity gaps, and diverging national strategies are deciding who benefits from the coming AI economy.

05/07/2026

🤖🧠 AI literacy should not only be about knowing how to use AI tools. It should also help learners reflect on how AI influences the way they think, learn, make decisions, and take responsibility for their own learning.

As AI becomes more deeply embedded in education, perhaps we need to ask ourselves:

✅Am I actually thinking, or simply accepting what AI gives me?
✅Am I using AI to deepen my learning or to bypass the effort of learning?
✅Is my use of AI fair, transparent, and responsible?
✅Who is really in control of my learning—me or the system?
✅Am I guiding AI toward my goals or is AI gradually shaping the way I think, choose, and act?

The goal should not be to reject AI, but to ensure that learners remain critical, reflective, responsible, and in control of their own learning.

03/07/2026

A new digital divide is emerging between those who consume AI and those who understand it.

02/07/2026

AI literacy must move beyond technical skills, prompt engineering, and ethical awareness alone.

In the age of generative AI, the central educational challenge is not merely whether learners can use AI tools effectively, but whether they can continue to think critically, understand deeply, verify information, regulate their own learning, make responsible decisions, and preserve their intellectual autonomy while using them.

In response to this challenge, this framework proposes a human-centred AI culture framework comprising five interrelated dimensions:
✅cognitive culture
✅metacognitive culture
✅motivational culture
✅ethical culture
✅culture of human autonomy

Together, these dimensions emphasise that meaningful AI integration in education should not only promote technological adoption, but also strengthen learners’ capacity for critical reasoning, self-regulation, purposeful learning, ethical judgment, and responsible human agency in AI-mediated environments.

29/06/2026

“In this environment, the ability to question information may become one of education’s most essential skills”.

AI LLMs are mostly Western-centric but worldwide, AI in the classroom is becoming embedded and an authority like the teacher, requiring more critical thinking skills.

28/06/2026

Climate change is one of the defining challenges of our time, but navigating the vast amount of information available online can be difficult. How can we distinguish reliable climate information from misinformation?

🏛 UNESCO and MGIEP have relaunched their free online course, Navigating Climate Information for Media and Information Literacy, now available in English, French, and Spanish.

The course is:
✅ Free and open to everyone
✅ Interactive and engaging
✅ Suitable for learners of all ages and backgrounds
✅ Available online in multiple languages
✅ Accompanied by a certificate upon completion

Whether you are an educator, student, media professional, or lifelong learner, this course offers practical tools to critically assess climate-related information and strengthen media and information literacy skills.

🔗Learn more: https://mgiep.unesco.org/navigating-climate-information-with-media-and-information-literacy

27/06/2026

Parents, you are not alone. 📱👨‍👩‍👧‍👦

Navigating the digital world can be challenging for families, especially with growing concerns about screen time, social media, and children's well-being. UNESCO’s new global guide equips parents with media and information literacy skills to help children use digital technologies safely, responsibly, and meaningfully.

Download and explore the volume to discover practical tips and strategies for supporting children in today's digital environment.

20/06/2026

In the age of artificial intelligence, education is not transformed simply by introducing new tools into the classroom. The real transformation is about how information is approached, how information is questioned, and how learning is defined.

The role of digital technologies in education has long been debated. First computers, then the internet, then online platforms, and now AI-powered tools… Each new wave of technology promises to transform learning processes. However, this transformation doesn't always produce the expected results. ...

17/06/2026

As digital media and AI continue to shape how we teach, learn, communicate and make decisions, teacher competencies must go beyond basic digital skills. Future teachers need to be equipped with critical, ethical and reflective capacities to help learners navigate AI-mediated environments responsibly, meaningfully and with agency.

1️⃣Critical Evaluation of AI Outputs
Teachers need to be trained to assess AI-generated content for accuracy, bias, ethical value, reality and representation. Media and AI literacy should not be treated as a technical skill, but as an everyday practice embedded in teaching, learning and decision-making.

2️⃣Ethical Technology Awareness
Teachers must understand how student data is collected, processed and used by platforms and AI systems. This includes issues of privacy, consent, algorithmic profiling, digital footprints and the broader question of how technology shapes learning experiences.

3️⃣Advanced Learning Analytics and Cognitive Understanding
Teachers need training to connect learning data with students’ thinking and learning processes. This is important to support inclusive teaching, universal design and equity, especially across regions with different levels of digital access.

4️⃣Ethical Decision-Making and Human Agency
Teachers need to guide students to use media and AI responsibly, make informed decisions, question digital influences and act ethically in both online and real-world contexts.

Preparing future teachers is not only about helping them use AI tools. It is about empowering them to cultivate learners who can think critically, act ethically and participate responsibly in a rapidly changing digital society.