{"id":48410,"date":"2026-08-28T12:38:26","date_gmt":"2026-08-28T10:38:26","guid":{"rendered":"https:\/\/media-and-learning.eu\/?p=48410"},"modified":"2026-08-28T12:38:30","modified_gmt":"2026-08-28T10:38:30","slug":"from-checking-claims-to-understanding-ai-bringing-critical-literacy-into-everyday-learning","status":"publish","type":"post","link":"https:\/\/media-and-learning.eu\/subject\/artificial-intelligence\/from-checking-claims-to-understanding-ai-bringing-critical-literacy-into-everyday-learning\/","title":{"rendered":"From checking claims to understanding AI: bringing critical literacy into everyday learning"},"content":{"rendered":"\n

by Hamed Hosseini Vaghar<\/strong>, Founder of CACIT, Belgium.<\/p>\n\n\n\n

CACIT connects media literacy, AI literacy and fact-checking through practical learning routes for workshops, classrooms and education projects.<\/em><\/p>\n\n\n\n

Young people do not encounter misinformation, persuasive design and artificial intelligence as separate subjects. They meet them together: in a recommended video, a dramatic image, a chatbot response, a search result or a post shared by someone they trust. Yet media literacy and AI literacy are still often taught through isolated presentations or one-off awareness activities. The challenge is not simply to explain these issues. It is to help learners practise the decisions they must make when they meet them in real life.<\/p>\n\n\n\n

CACIT<\/a> was created for that purpose. It is a ready-to-use media and AI literacy platform for learners aged 10-18 that can be used in workshops, classrooms and wider education projects. It combines structured learning routes, bite-sized lessons, interactive games and practical verification tools. Rather than asking students only to remember definitions, CACIT invites them to examine a source, detect bias, question an AI-generated answer, investigate an image and decide what evidence justifies a conclusion.<\/p>\n\n\n\n

Two connected learning paths<\/h4>\n\n\n\n

CACIT gives equal importance to Media Literacy and AI Learning. The media literacy path develops source evaluation, evidence and claim reasoning, bias detection, visual literacy, understanding of misinformation techniques and responsible sharing. Learners might play Source Poker to compare the reliability of sources, analyse persuasive headlines, investigate a manipulated image or use Quick Check on a real claim.<\/p>\n\n\n\n

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The AI learning path focuses on how AI systems work and why their outputs require judgement. Learners explore training data, algorithms, hallucinations, synthetic media and deepfakes, data and digital footprints, prompt privacy and the role of humans in the loop. Activities such as Hallucination Detective and Data Defender turn these ideas into decisions rather than abstract warnings.<\/p>\n\n\n\n

Each route follows a repeatable cycle: learn through a short briefing, play through an interactive activity, apply the skill using a tool, and reflect through a quiz or debrief. This structure makes progress visible and helps critical thinking become a habit. Students can see what they have completed, what comes next and how separate skills connect. Fact-checking is therefore not presented as a final answer delivered by a machine, but as a guided process of asking better questions and evaluating evidence.<\/p>\n\n\n\n

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Flexible enough for real education settings<\/h4>\n\n\n\n

Educators do not need to adopt an entire programme before CACIT becomes useful. They can select an activity for a single workshop, build a classroom sequence, organise a media and AI literacy week, or incorporate CACIT into an existing national or European project. Existing learning journeys can be used immediately, while routes can also support more structured assignments.<\/p>\n\n\n\n

For teachers, the platform provides a way to assign activities and identify class-level skill gaps. For school leaders and project teams, it can provide evidence of participation, progress and implementation. This matters because institutions are increasingly expected to show that media and digital literacy are being taught, while educators still need learning experiences that remain engaging for young people. CACIT aims to connect those two needs without reducing education to compliance reporting.<\/p>\n\n\n\n

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Built with research, tested in practice<\/h4>\n\n\n\n

CACIT was developed with KU Leuven through the EU-funded PRODIGI project and piloted with approximately 130 students. Every participant was able to access the platform without login errors, giving the team useful operational evidence as well as early insight into engagement and usability. The pilot was an important validation step, but it is not presented as proof of long-term learning impact. The next stage is to deepen evaluation across different educational settings and understand what teachers, schools and project partners require for sustained use.<\/p>\n\n\n\n

Because CACIT is designed for young users, privacy is treated as a product requirement rather than an optional policy layer. The platform has no advertising or profiling of minors, uses pseudonymised access and keeps data hosted in the EU. It currently supports English, Dutch, French, German and Persian, making it suitable for multilingual workshops and international project settings.<\/p>\n\n\n\n

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Ready to use, open to selected co-design partners<\/h4>\n\n\n\n

CACIT is available now for use by schools, educators, media literacy organisations and education projects. Alongside this immediate use, a limited number of co-design pilots are available to selected institutional partners. These pilots are intended for organisations that want to help CACIT understand local curricula, delivery conditions, reporting needs and institutional requirements more deeply. They are a focused collaboration option, not a prerequisite for using the platform.<\/p>\n\n\n\n

We welcome conversations with educators and organisations looking for a practical way to connect media literacy, AI literacy and fact-checking in everyday learning. More information is available at cacit.app<\/a>.<\/p>\n\n\n\n

Author<\/h4>\n\n\n\n
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Hamed Hosseini Vaghar<\/strong>, Founder of CACIT, Belgium.<\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

by Hamed Hosseini Vaghar, Founder of CACIT, Belgium. CACIT connects media literacy, AI literacy and fact-checking through practical learning routes for workshops, classrooms and education projects. Young people do not encounter misinformation, persuasive design and artificial intelligence as separate subjects. They meet them together: in a recommended video, a dramatic image, a chatbot response, a […]<\/p>\n","protected":false},"author":5,"featured_media":48463,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_mo_disable_npp":"","footnotes":""},"categories":[362,4,272,274],"tags":[],"class_list":["post-48410","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-artificial-intelligence","category-featured-articles","category-media-literacy","category-primary-secondary-education"],"featured_image_src":"https:\/\/media-and-learning.eu\/files\/2026\/08\/13435.png","author_info":{"display_name":"Chlo\u00eb P\u00e9t\u00e9","author_link":"https:\/\/media-and-learning.eu\/author\/chloe-pete\/"},"_links":{"self":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/48410","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/comments?post=48410"}],"version-history":[{"count":5,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/48410\/revisions"}],"predecessor-version":[{"id":48475,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/48410\/revisions\/48475"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/media\/48463"}],"wp:attachment":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/media?parent=48410"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/categories?post=48410"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/tags?post=48410"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}