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Study on the Cultivation of Students’ Digital Citizenship Literacy in the Political Ideology Course (Creative Education Studies; Vol.11, No.3) Year of publication: 2023 Author: 邹云霞 | 杨又 Human society is entering the digital age. The new generation of information technology has changed the way people exist, making them have a new form of digital citizens. While digital sur-vival brings convenience to youth students, it also brings about social problems such as cyberbullying, Internet addiction, online fraud and so on. Therefore, this paper first defines the concept of digital citizenship, then discusses the necessity of cultivating digital citizenship, and finally gives the corresponding measures to bring enlightenment for the cultivation of digital citizenship in the new era. 基于思想政治课的青年学生数字公民素养培育探究 (创新教育研究; Vol.11, No.3) Year of publication: 2023 Author: 邹云霞 | 杨又 人类社会迈入数字时代。新一代信息技术改变了人的存在方式，使其具有数字公民新形态。数字化生存给青年学生带来便利的同时，也产生了诸如网络暴力、网络成瘾、网络诈骗等社会问题。为此，本文首先界定了数字公民素养的概念，然后深入论述了其培育必要性，最后给出相应的解决措施，以期为新时代数字公民素养的培育带来启示。 
A Study on the Influential Factors of E-learning Opportunity for Elementary School Students: Perspectives from Students, Parents and Schools (Educational Journal ; Vol.45, No.1) Year of publication: 2017 Author: 陈宇芃 | 林丰政 Based on the data from students, parents and schools of the 2013 Survey of Student Digital Ability and e-Learning Opportunity from the Academia Sinica’s Survey Research Data Archive, this article constructed a hierarchical linear model to analyze how students’ e-learning opportunity is related to the multilevel influence effects of school- and parent-level covariates. Quantile regression was also used to study different covariate effects at different quantile levels of student e-learning opportunity. Results indicate that: (1) Digital Level Area is a very important influential factor for students’ e-learning opportunity due to the reason that schools in higher Digital Level Area have more digital resources, and students are likely to have more opportunity for access to and frequent use of e-learning; (2) the more IT equipment or IT literacy students have can greatly affect their possession of e-learning opportunity; (3) parents should pay special attention to problems of their children resulting from overuse of e-learning resources which could cause harm to their children both mentally and physically; moreover, schools should widely promote the awareness of personal information security to students; (4) in order to eliminate the digital divide caused by Digital Level Area, schools need to strengthen the integration of software and information technology into instruction as far as possible. 国小学生数位学习机会影响因素之研究: 以学生、家长与学校观点探讨 (教育学报; Vol. 45, No.1) Year of publication: 2017 Author: 陈宇芃 | 林丰政 本研究以中央研究院学术调查研究资料库中「102年［2013年］学生数位学习及数位机会」的学生、家长、学校三方调查资料为基础，整合建立「学校给予学生数位学习机会」对「家庭数位学习机会影响学生数位学习机会」阶层线性模式，探讨当中的影响；亦进一步于学生数位学习机会的不同分量下，探究影响因素的变化。结果显示：（1）数位级区对于学生数位学习机会影响力极大，原因可能是数位级区愈高的学校可提供的数位资源较多，学生接触数位学习的机会亦较频繁；（2）学生拥有的设备愈齐全及对基本技能有一定素养，对其数位学习机会相对影响较大；（3）家长须留意学生的数位学习情形，防止因过度使用反而造成身心损害，学校亦应向学生加强宣导个人资料隐私的重要性；（4）学校应尽可能强化软体与科技融入教学，期能消弭因数位级区造成的差距。 
User Empowerment through Media and Information Literacy Responses to the Evolution of Generative Artificial Intelligence (GAI) Year of publication: 2024 Author: Divina Frau-Meigs Corporate author: UNESCO Key messages Artificial Intelligence and Generative AI are having a significant impact on people’s engagement with information, digital technology, and media. This raises concerns about control human agency and autonomy over information, decision making, gender equality, and freedoms in general. User empowerment through Media and Information Literacy (MIL) as a response to GAI, which is still in its infancy, needs to be fully deployed and public policy makers should be concerned in developing it well from the outset. MIL is necessary to build people’s ethical use of synthetic media, i.e. video, text, image or voice content fully or partially generated by AI-systems. The societal opportunities being deepened by GAI include: access to information, participation, employability, creativity, lifelong learning and creative industries. The societal potential risks being deepened by GAI include: disinformation, loss of data privacy, threats to integrity of elections, surveillance, lack of source reliability, discrimination, including gender-based and racial stereotypes, and copyrights violations. Building on familiarity in the face of urgency, AI literacy can be embedded in MIL to teach and train all sorts of communities (educators, librarians, youth workers, women networks, etc.). Ensuring explainable AI is key to both the design of MIL curricula and to the design of policy and governance around GAI. To build trust in information and education, source reliability needs to be revised to encompass the different types of “evidence” provided by GAI. MIL can train informed people from outside the technology industry to participate in the design, implementation and regulation of AI, in a manner that remains human-centered, gender-responsive and mindful of the public interest. Training for MIL is within the remit of governments and institutions of higher education, which have a duty to ensure MIL policy actions are sustained and strengthened over time, to be future-proof, in the face of an ever-evolving AI/GAI. L’autonomisation des utilisateurs grâce aux réponses apportées par l’éducation aux médias et à l’information à l’évolution de l’intelligence artificielle générative (IAG) Year of publication: 2024 Author: Divina Frau-Meigs Corporate author: UNESCO Messages clés L’intelligence artificielle et l’IA générative influent grandement sur les rapports des indivi- dus à l’information, aux technologies numériques et aux médias. Mais cela ne va pas sans inquiétudes quant à leur contrôle, au pouvoir d’action et à l’autonomie dont disposent les utilisateurs vis-à-vis de l’information, à la prise de décisions, à l’égalité des genres et aux libertés en général. . Pour constituer une réponse à l’IAG, technologie qui en est à ses balbutiements, l’autonomisation des utilisateurs grâce à l’éducation aux médias et à l’information (EMI) doit être pleinement déployée, et les autorités publiques doivent s’efforcer de la promouvoir dès le début. L’EMI est indispensable pour garantir une utilisation éthique des médias synthétiques, c’est-à-dire des vidéos, textes, images et sons totalement ou partiellement créés à l’aide de systèmes d’IA. L’IAG offre de nombreuses opportunités sociales dans différents domaines, dont l’accès à l’information, la participation, l’employabilité, la créativité, l’apprentissage tout au long de la vie et les industries créatives, entre autres. Il existe cependant des risques sociaux potentiels aggravés par l’IA générative, dont : la désinformation, la perte de contrôle sur la confidentialité des données, les menaces pour l’intégrité des élections, la surveillance, le manque de fiabilité des sources, la discrimination notamment fondée sur le genre et les stéréotypes raciaux et les violations des droits d’auteur. Pour mettre à profit la familiarité face à l’urgence, la maîtrise de l’IA pourrait être intégrée dans les programmes d’EMI afin d’éduquer et de former des communautés très diverses (éducateurs, bibliothécaires, animateurs pour la jeunesse, réseaux de femmes, etc.). Pour bien concevoir non seulement les programmes d’EMI mais aussi la gouvernance de l’IAG et les politiques connexes, l’IA explicable joue un rôle essentiel. Pour renforcer la confiance dans l’information et l’éducation, la fiabilité des sources doit être réexaminée pour englober tous les différents types de « preuves » fournies par l’IAG. L’EMI peut former des acteurs éclairés n’appartenant pas au secteur de la technologie afin qu’ils contribuent à la conception, à la mise en œuvre et à la réglementation de l’IA d’une manière qui reste centrée sur l’humain, sensible au genre et soucieuse de l’intérêt public. La formation dans le cadre de l’EMI relève des gouvernements et des établissements d’enseignement supérieur, qui doivent veiller à ce que les actions politiques en la matière soient soutenues et renforcées dans la durée, pour s’adapter aux évolutions constantes de l’IA/IAG. 
International Day of Education 2025: Artificial Intelligence and Education: Preserving Human Agency in a World of Automation Year of publication: 2025 Corporate author: UNESCO International Day for Education 2025 aims to: Examine new possibilities offered by AI, especially for teaching, learning, assessment and educational administration. Promote the development of critical AI literacies by equipping educators and learners with the competencies needed to understand, use and influence AI technologies, in line with the UNESCO AI competency frameworks for teachers and students. Ensure that AI complements, rather than replaces, the essential human elements of learning, including the cultivation of in-person relationships and emotional intelligence. Journée internationale de l’éducation 2025 : L’intelligence artificielle et l’éducation : préserver l’autonomie dans un monde automatisé Year of publication: 2025 Corporate author: UNESCO La Journée internationale de l’éducation 2025 vise à : Examiner les nouvelles possibilités offertes par l’IA, en particulier pour l’enseignement, l’apprentissage, l’évaluation et l’administration éducative. Promouvoir le développement de compétences critiques en matière d’IA en dotant les éducateurs et les apprenants des aptitudes nécessaires pour comprendre, utiliser et influencer les technologies d’IA, conformément aux cadres de compétences en IA de l’UNESCO pour les enseignants et les élèves. Veiller à ce que l’IA complète, plutôt qu’elle ne remplace, les éléments humains essentiels de l’apprentissage, notamment le développement des relations en présentiel et de l’intelligence émotionnelle. Día Internacional de la Educación 2025: Inteligencia Artificial y educación: preservar la autonomía humana en un mundo de automatización Year of publication: 2025 Corporate author: UNESCO El Día Internacional de la Educación 2025 tiene por objeto: Examinar las nuevas posibilidades que ofrece la inteligencia artificial, especialmente en la enseñanza, el aprendizaje, la evaluación y la gestión educativa. Promover el desarrollo de alfabetizaciones críticas en IA, dotando a educadores y estudiantes de las competencias necesarias para comprender, utilizar e influir en las tecnologías de IA, en línea con los marcos de competencias en IA de la UNESCO para docentes y alumnos. Garantizar que la IA complemente, y no reemplace, los elementos humanos esenciales del aprendizaje, incluyendo la construcción de relaciones interpersonales y el desarrollo de la inteligencia emocional. 
The Role of Digital Citizenship in the Use of Technology and Reducing the Risks Resulting from it (Alustath Journal for Human and Social Sciences; vol.59, no.3) Year of publication: 2020 Author: Amal Mohammed Abdullah Albado Corporate author: University of Baghdad. College of Education Ibn Rushd The current study aims to know the role of digital citizenship in the use of technology and reducing the risks resulting from it. The researcher uses the descriptive analytical approach and makes a questionnaire to know if there is a role for the digital citizenship in the use of technology and reducing the dangers caused by it. The study sample consists of (102) employees in the Ministry of Education Marka Brigade (the fourth Amman qasaba). The questionnaire consists of two main axes: the first axis, which is defined as the concept of digital citizenship, the second axis is the role of digital citizenship in the use of technology and reducing the dangers of technology. The results of the study show that the awareness of the sample of the study of the concept of digital citizenship is on a high level, on average that equals (3.887) of the Likert quinary scale and the standard deviation is equal to (0.97). The results also show a strong role for citizens in reducing the dangers caused by technology where the arithmetic mean equals (4.2) and the standard deviation was (0.94).