digital-literacy
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- NewsBritish Council TeachingEnglish7 Jul 2026
How to be a great online learner
This resource offers guidance on how to become an effective online learner, emphasizing skills such as self-regulation, time management, and active participation in virtual environments.
Original abstract
<span class="field field--name-title field--type-string field--label-hidden">How to be a great online learner</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><article class="user-profile-card profile"> <div class="user-profile-card-inner"> <div class="avatar"> </div> <div class="username-row"> <div class="username h6"> TeachingEnglish </div> </div> <div class="profile-bio small"> <p>This resource was developed by the TeachingEnglish editorial team.</p> </div> </div> </article> </span> <span class="field field--name-created field--type-created field--label-hidden"><time datetime="2026-07-07T09:33:16+00:00" title="Tuesday, July 7, 2026 - 09:33" class="datetime">Tue, 07/07/2026 - 09:33</time> </span> <div class="layout layout--onecol"> <div class="layout__region layout__region--content"> <div class="magazine-block-hero-content block block-layout-builder block-field-blocknodemagazinefield-hero-content"> <div class="break-out hero-bg"> <div class="container-fluid px-0"> <div class="field field--name-field-hero-content field--type-entity-reference-revisions field--label-hidden field__items"> <div class="field__item"> <div class="paragraph paragraph--type--image paragraph--view-mode--default"> <img loading="lazy" src="https://www.teachingenglish.org.uk/sites/teacheng/files/styles/wide_1920_x_700_focal_point_crop/public/Getty%202165391591.jpg?h=9eb0d413&itok=MjNCZVHD" width="1920" height="700" alt="young Asian woman in a wheelchair typing on a laptop in a bright room" class="img-fluid image-style-wide-1920-x-700-focal-point-crop"> </div> </div> </div> </div> </div> </div> <div class="hidden block block-system block-system-breadcrumb-block"> <nav role="navigation" aria-labelledby="system-breadcrumb"> <h2 id="system-breadcrumb" class="visually-hidden">Breadcrumb</h2> <ol class="breadcrumb"> <li class="breadcrumb-item"> <a href="https://www.teachingenglish.org.uk/">Home</a> </li> </ol> </nav> </div> <div class="hidden block block
- NewsEdSurge29 Jun 2026
International Society for Transforming Education Expands its “AI-Ready Graduate” Framework
The International Society for Transforming Education released an expanded version of its 'Profile of an AI-Ready Graduate' framework, designed to help K-12 educators teach higher-order skills for working with AI. The updated framework defines six student roles—Learner, Researcher, Synthesizer, Problem Solver, Connector, Storyteller—with 30 specific skills, moving beyond basic AI literacy to practical applications. The framework is available for free download and aligns with existing educational standards.
Original abstract
<p>On June 28, the International Society for Transforming Education — the organization behind the editorially independent news site EdSurge — released an expanded version of its “<a href="https://iste-ascd.org/ai-ready-graduate">Profile of an AI-Ready Graduate</a>,” a framework designed to help K-12 educators teach students how to work with artificial intelligence.</p><p>The updated framework, designed with support from the nonprofit Britebound, goes beyond basic literacy to higher-order skills. It identifies six roles the organization says students should fill when using AI tools: Learner, Researcher, Synthesizer, Problem Solver, Connector and Storyteller.</p><p>“Today, we are releasing a fully fleshed out version, 30 skills aligned with each of these roles to help model using AI to support our uniquely human skills,” said Richard Culatta, CEO of the organization. “Humans have always used tools to accomplish human tasks. AI is no different, but when we teach AI as a way to support us being better at being human, it is far more relevant and far more meaningful than when we just talk about what AI is.”</p><p>The announcement was made at the organization’s annual conference in Orlando, Florida, one year after the initial rollout of the Profile. While the original framework focused on basic technical understanding of AI, the updated version shows what those skills look like in practice — with role-by-role descriptions, classroom examples and articulations for middle and high school. </p><p>The framework is intended to layer on to the work educators are already doing and aligns with the International Society for Transforming Education’s existing student standards and “Transformational Learning Principles.”</p><p>The updated Profile of an AI-Ready Graduate is available as a free download <a href="https://iste-ascd.org/ai-ready-graduate">here</a>.</p><p><em>(Editor’s note: EdSurge is an editorially independent newsroom of the International Society for Transforming Educati
- PaperComputers and Education: Artificial Intelligence22 Jun 2026
Conversational AI as a catalyst for informal learning: An empirical large-scale study on LLM use in everyday learning
Nađa Terzimehić, Babette Bühler, Enkelejda Kasneci
A large-scale survey of 776 German participants found that 88% already incorporate LLMs into their everyday learning routines, with young adults leading adoption. Four distinct learner types emerged based on tasks and devices, though users showed paradoxical trust in LLM accuracy and privacy. The findings highlight the need for diverse media, collaborative learning, and design that supports different learner needs.
Original abstract
Large language models have not only captivated the public imagination but have also sparked a profound rethinking of how we learn. In the third year following the breakthrough launch of ChatGPT, everyday informal learning has been transformed as these novel tools become easily and widely available. Who is embracing LLMs for self-directed learning, and who remains hesitant? What are their reasons for adoption or avoidance? What learning patterns emerge with this novel technological landscape? We present an in-depth analysis from a large-scale survey of 776 German participants, showcasing that 88% of our respondents already incorporate LLMs into their everyday learning routines for a wide variety of (learning) tasks. Young adults among German-based, digitally engaged users are at the forefront of adopting LLMs, primarily to enhance their learning experiences independently of time and space. Four types of learners emerge across learning contexts, depending on the tasks they perform with LLMs and the devices they use to access them. Interestingly, our respondents exhibit paradoxical behaviours regarding their trust in LLMs’ accuracy and privacy protection measures. Our implications emphasize the importance of including different media types for learning, enabling collaborative learning, providing sources and meeting the needs of different types of learners and learning by design.