arXiv:2606. 05222v1 Announce Type: cross Abstract: Artificial intelligence (AI) has been applied across educational contexts to support learning.
By Luis P. Prieto, Juan I. Asensio-P\'erez, Mar\'ia Jes\'us Rodr\'iguez-Triana, Mohamed Saban, Yannis Dimitriadis
arXiv:2606. 09006v1 Announce Type: cross Abstract: Both digital economy and digital technology researchers increasingly recognize the need to better address the role that artificial intelligence (AI) plays in shaping the evolution of the environmental, social and governance aspects of development.
By Han-Teng Liao, Zijia Wang
arXiv:2609.10489v1 Announce Type: new
Abstract: AI literacy provides foundational competencies that support ethical, transparent, and sustainable technological development, although higher-order capa...
By Md. Masudul Islam, Mirza Niaz Morshed, Md. Shafiqul Islam
The paper proposes a new interdisciplinary field called Cognitive Infrastructure Studies (CIS) to examine how AI systems act as invisible, foundational cognitive infrastructures that shape what people can know and do in digital societies. It argues that these infrastructures, through anticipatory personalization and adaptive invisibility, automate relevance judgments and shift epistemic agency to non‑human systems. CIS offers methodological tools, such as infrastructure breakdown experiments, to uncover the hidden cognitive dependencies created by AI preprocessing across individual, collective, and societal levels.
By Giuseppe Riva
arXiv:2502. 20016v2 Announce Type: replace Abstract: Sustainability encompasses three key facets: economic, environmental, and social.
By Pedram Bakhtiarifard, P{\i}nar T\"oz\"un, Christian Igel, Raghavendra Selvan
This paper reports on a seven‑weekend AI storytelling program for Black girls aged 10‑12 that blends Afrofuturism and Black feminist thought with AI‑enabled counter‑storytelling. Participants brainstormed AI topics, crafted characters and plots, and presented collaborative stories, developing core AI literacies such as prompt engineering, bias critique, and data‑privacy awareness. The study found that the girls produced Afrofuturist narratives grounded in their identities and everyday experiences, demonstrating the program’s effectiveness in engaging them in computer science education.
By Chun Li, Lauren Brown, Hubert Asare, Shawna Patterson, Dennis Henderson, Ericka Roland, tara Nkrumah, Angela E. B. Stewart