Digital Citizenship Course Expands Its Language Options
UNESCO’s course links AI knowledge with critical thinking in education.
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2026 to its and AI , and . The was to on 12.
The to , a and to . Its and with in . The an AI to its on .
was , on at 80% of the and . the for .
, 6 2026: We the of the and the . The and .
UNESCO announcement, 25 September 2026 (updated 28 September); UNESCO Open Learning course description. Sources reviewed 6 November 2026.
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Try 2 questions about this story, then explain one idea in your own words. Check the text whenever you need to.
In this lesson: Explain the purpose of digital citizenship and express conditions precisely.
Grammar in this story: Parallel how-clauses
how algorithms influence choices, how online activity leaves a digital footprint and how to assess information critically
The three “how” phrases organise related questions. The first two have a subject and verb; the third uses “how to” plus a verb for a skill. Everyday example: “We discuss how prices change and how to compare offers.”
Your turn
Explain why learning to operate an AI tool is different from learning to use it responsibly. Give one hypothetical classroom example linked to the text.
See one possible answer
Operating a tool concerns what buttons to use; responsible use also asks how its recommendations affect people. For example, students could examine why a system suggests particular information and whether other views are missing.
Your answer can be different. Give a reason and use your own words.
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