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By Ans De Nolf 2026/05/15 Over the past few months, our AI literacy lesson travelled across 18 classrooms in a Belgian bridging programme for newly arrived non-Dutch-speaking students (OKAN). These students are still learning the language while simultaneously finding their way in a new school system, and often a new life. This makes the classroom a uniquely dynamic space, where language learning, adaptation, and digital practices intersect, and where questions of AI literacy

By Łukasz Tomczyk 2026/05/14 And now a few words about the training sessions led by professional trainers in the Małopolska Province. By way of introduction, it should be emphasised that the training programme implemented as part of the Polish edition of PRODIGI with senior citizens comprised seven sessions, each lasting two hours. The sessions were held mainly in rural areas and small towns, and thus in communities with their own distinct characteristics. These are not anony

By Łukasz Tomczyk As part of the PRODIGI project, the Polish team organised training not only for older people from small towns, but also facilitated intergenerational interactions. These activities involved preparing students of pedagogy (Faculty of Philosophy, Jagiellonian University in Kraków) to take on the role of geragogues. The task was carried out in several stages and included both methodological preparation and practical work with older people wishing to learn the i

By Łukasz Tomczyk 2026/03/09 The text we are presenting to our readers stems from the next stage of work on the PRODIGI project and is, in a sense, a record of the transition between stages, i.e. from planning to actual preparation for meeting the participants. At this stage, students preparing for their future roles as teachers developed a detailed programme of classes for older adults on the use of artificial intelligence tools based on a relational model of digital compete

By Łukasz Tomczyk 2026/02/12 The next step in training future trainers (currently pre-service teachers) focused on how students participating in the PRODIGI project conceptualise the opportunities and risks of teaching seniors to use AI tools and what teaching mechanisms they identify as a way of incorporating them into the course. The collected material forms a coherent set of categories that correspond to the logic of didactic (geragogical) design based on usability, access

by Łukasz Tomczyk 2026/02/12 The first stage of the PRODIGI project in Poland (Jagiellonian University) included a training component aimed at students acting as young trainers (“pre-teachers,” digital natives), who then support older people in developing their media and digital skills. Recruitment covered people under 30 years of age, in particular social science students (pedagogical fields). An extensive preparatory program in media pedagogy and geragogy, focused on teachi

By Leen d'Haenens 2026/01/12 A 16-year-old in Flanders might use an AI chatbot to finish homework, yet struggle to explain what an algorithm actually does. This gap between routine use and real understanding of artificial intelligence is what the PRODIGI project set out to explore. In a recent pilot survey of 1,200 young people in Flanders, Belgium, we tested a newly developed youth AI Literacy Scale (yAILS), revealing that teens tend to blend technical, creative, and ethical

By Tania Azadi 2025/11/04 At this year’s International Federation of Library Associations and Institutions (IFLA) Information Literacy and School Libraries Joint Global MIL Week Webinar on October 29, 2025, Tania Azadi shared inspiring updates from the PRODIGI Project. Our work focuses on helping every young person understand and use artificial intelligence in ways that are responsible, ethical, and empowering. Bridging the Gaps Too often, conversations about AI literacy leav