George Mikros
An academic from Hamad Bin Khalifa University (HBKU) says that the rapid evolution in Artificial Intelligence (AI) capabilities makes it imperative to integrate media literacy into the educational frameworks.
In an article in Al-Fanar Media, George Mikros, co-ordinator of the MA in Digital Humanities and Societies programme at College of Humanities and Social Sciences, HBKU, says the necessity for media literacy in education is not a new concept, but the urgency with which it must be integrated into curricula is unprecedented.
“Today’s youth are growing up in a world where the lines between real and artificial are increasingly blurred. The content they consume—from educational materials to entertainment—is likely to be influenced or even generated by AI. This shift necessitates a new kind of literacy,” says Mikros.
He says that the new wave of multimodal generative AI tools require an expansion of competencies.
“Future generations need to distinguish between human-generated and AI-generated content in all modalities. They must understand the potential biases embedded within AI systems and the ethical implications of AI in media content creation. These skills are critical not only for making informed decisions about the content but also for participating responsibly in digital spaces,” he explains.
The academic cautions that the implications of failing to equip the youth with the new AI skills are serious. “Without a proper understanding of digital media’s nature, young people are at risk of misinformation and manipulation. The ability of generative AI to produce convincing yet entirely fabricated audio and video content could lead to increases in ‘deepfakes’, sophisticated scams, and more subtle forms of influence that could sway public opinion or personal beliefs without critical scrutiny,” he points out.
Mikros also argues the linguistic content that the generative AI models produce is restricted and exhibits reduced diversity in concepts and semantic dimensions compared to humans. He suggests: “As generative AI models will start being trained with more and more artificially generated data, we should expect the quality of the produced outputs to be diminished and the biases already existing in the human training data to be amplified and become prominent.”
To address these challenges, the writer points to a multifaceted approach. He notes: “Educators need specialised support and training to navigate this new reality. Many teachers may feel ill-equipped to teach about technologies that they struggle to understand. Investment in professional development and resources that can help demystify AI for educators, is crucial to helping them feel empowered to teach these essential skills effectively.”
The digital expert also suggests collaboration between educational institutions, technology companies, and policymakers to ensure that curriculum developments keep pace with technological advancements. He also points to the role of parents who play a critical role in fostering media literacy.
The author feels that media literacy should not be seen as a static set of skills but a continuously evolving framework that adapts to new media landscapes. “The integration of robust media literacy into education is not just about protecting young minds—it is about preparing them to navigate and shape the digital world responsibly. By fostering a deep understanding of digital media’s workings, we empower future generations to not only consume content critically but also to influence the creation and use of technology in a way that benefits society,” Mikros added.
