Conscious Citizens in the Digital World: Literacy with AI
This concept focuses on “Conscious Citizens in the Digital World: Literacy with AI” and proposes a learning design for students and teachers that can be piloted in partner countries. Participants complete the same task with different tools, compare outputs for accuracy and inclusion and develop principles for human-supervised use. Digital Competence is addressed through complementary tasks. Partners compare local pilots and turn useful practices into a resource that can be adapted to different settings.
Illustrative Project Concept
An editorial proposal inspired by titles in project selection lists. It is not the source project’s actual application or implementation description. Participant numbers, duration and budget must be set separately after a needs analysis.
Expert commentary
Logic chain from need to impact
- 1
Need
Pupils use AI tools for homework but do not check the answers. Evidence: a short usage survey and a task asking pupils to spot the error in an AI answer; teacher interviews.
- 2
Objective
Develop pupils' ability to verify AI output against sources and explain its limits.
- 3
Activity
Pupils from the partner schools do the same task with different tools, compare results for accuracy and bias, and the two schools write classroom usage principles together.
- 4
Output
A lesson set of verification tasks and a “using AI in class” principles document written with pupils.
- 5
Measurable impact
Measurement: the same error-spotting task at the start and end. Example target: a clear rise in pupils who find the error, and the principles added to school rules.
Why is this example strong?
- The topic is current and links directly to the “digital transformation” horizontal priority.
- Impact is shown with a pre- and post-measurement of the same task, not with participant numbers.
- Pupils co-writing the principles makes participation more than symbolic.
How can you adapt it to your organisation?
- Choose one subject and year group in your school, e.g. summarising texts in year 8 language lessons.
- If your school has no AI rules yet, make writing them a project output.
- Pick a partner with a different approach; comparing a school that bans the tools with one that allows them is a strong rationale.
Published: 23 October 2026
Sources: Erasmus+ Programme Guide (European Commission) · Guide for Experts on Quality Assessment 2026 (published by the Irish National Agency)
Objectives
• Identify initial needs and develop learning competences related to “Conscious Citizens in the Digital World: Literacy with AI”. • Produce and test verified sample tasks and a responsible AI-use checklist; also a step-by-step digital task guide and accessible sample materials with participants. • Monitor progress through error detection, source verification, bias recognition and justified tool selection and integrate effective practices into regular institutional learning.
Activities
1. Identify needs and shared goals Gather participant views on “Conscious Citizens in the Digital World: Literacy with AI”; define access barriers, responsibilities and success indicators. 2. Joint preparation and learning workshop Co-design sample tasks for verified sample tasks and a responsible AI-use checklist and review them with a small group. 3. Local pilots and international exchange Participants complete the same task with different tools, compare outputs for accuracy and inclusion and develop principles for human-supervised use. Partners share sample work and discuss differences between local contexts. 4. Evaluation, sharing and continuity Assess learning through error detection, source verification, bias recognition and justified tool selection, improve resources and incorporate them into regular institutional practice.
Dissemination
Results are introduced to schools and teacher networks through a practical sharing session. Partners publish verified sample tasks and a responsible AI-use checklist; also a step-by-step digital task guide and accessible sample materials with accessible Turkish and English explanations and plan adaptations into other partner languages. Uptake is tracked through feedback from organisations that try the materials, alongside downloads. Shared examples respect personal data and content permissions.
Budget Logic
Resources are planned for instructional design, tool trials, accessible adaptations and environments usable without sharing personal data. Each activity is justified by its output and required staff effort or materials. Existing tools and remote collaboration are considered; face-to-face meetings are designed around their learning contribution. Participant numbers, duration and grant amount are set after needs analysis; the source project grant is not treated as this concept’s budget.
Inspired by
Conscious Citizens in the Digital World: Literacy with AI
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