In Our Own Voices
Media Literacy Education for the Age of AI: Equipping Youth in the Middle East and North Africa View Digital Media
Paper Presentation in a Themed Session Kawtar Arahmouch, Mohamed Belamghari
The rise of media and technological advancements in developing countries has led to increased soft threats such as misinformation and cyber violence. Critical and analytical skills have always been essential since Gutenberg’s invention, but the advent of artificial intelligence (AI) heightens their necessity. AI has significantly altered media practices, presenting both challenges and opportunities for individuals navigating the digital world. Although some research has explored media literacy in the MENA (Middle East and North Africa) region, there is a scarcity of updated information regarding its relevance in the age of AI. This study outlines the landscape of media literacy education and the necessary adjustments in light of AI-driven technologies in the MENA region. By conducting a comprehensive review of media literacy initiatives in the area, it evaluates current efforts and identifies essential steps needed to improve these skills and empower youth. Preliminary findings indicate that AI-related media literacy initiatives in the MENA have gained more recognition lately. However, these initiatives are unevenly distributed due to social, cultural, and economic disparities, contributing to a digital divide. Despite the widespread use of AI and media among MENA citizens, media literacy skills are not prioritized and remain fragmented, leaving youth at risk. Coordinated efforts from experts and policymakers are essential to enhance media literacy skills, enabling young people to navigate today's complex digital environment.
Myths and Realities about English Medium Instruction in Higher Education in East Asian Countries: A Socio-political Perspective
Paper Presentation in a Themed Session Chiu Hui Wu
English Medium Instruction (EMI), when discussed in the scholarly literature has primarily focused on theories of pedagogy, linguistic concerns, and it’s growing popularity in non-anglophone countries. Recently, however, some scholars have begun to study EMI from a critical, political perspective. The purpose of this paper is to add to the growing body of literature that is examining EMI critically by focusing on student equity with respect to three common myths about EMI in higher education in East Asian countries. These myths falsely assume that: (1) EMI classes and programmes will improve students' English proficiency; (2) the implementation of EMI programmes will increase institutional rankings; and (3) EMI programmes will recruit international students. This study suggests that since these myths can impact issues of student equity, governments and institutions of higher education should reconsider their intentions when promoting the use of EMI. This study also provides suggestions for policy makers with respect to equitable implications and the ramifications of future implementation.
Artificial Intelligence (AI) : Ethics, Trust and Belonging View Digital Media
Paper Presentation in a Themed Session Fay Stevens
This paper presents an extension of my keynote presentation for the University of Oxford ‘Research Ethics Colloquium 2025’ where I explored the idea of AI, ethics, trust and belonging, with an emphasis placed on ethics. In this paper, I take a closer look at trust and belonging and on the interplay of these inherently human attributes with AI in Education. I focus on the conference question - What are the implication for diversity, equity and inclusion? – and consider ways we might approach an epistemology of human/machine learning.
