By the end of March 2026, the AI-Literate project had made steady and meaningful progress, especially in its research and learning design work.
On the research side, the team has laid a solid foundation to better understand how generative AI is being integrated into higher education. An initial literature review helped shape a clear analytical framework, looking at developments from the policy level down to what actually happens in classrooms. This approach is now being used to map European and national policies, explore institutional guidelines, and review teaching practices across partner countries. To complete this analysis, a shared structure for national roundtables has been developed, enabling partners to gather insights consistently. These discussions, along with a planned multinational session, will feed into a broader comparison of needs, challenges, and opportunities across countries.
At the same time, partners have been actively tracking emerging disinformation trends around AI. Together, they created a shared methodology and workflow to monitor developments in a consistent way. This has already led to more than 100 cross-border observations, capturing patterns, tools, and evolving practices. Alongside this, a series of in-depth case studies is being developed to take a closer look at real examples. These will help build a clearer, evidence-based picture of both the potential and the risks of generative AI in higher education.
In parallel, work on the blended learning programme is moving forward. Following a co-design workshop in January, partners worked together to shape its structure and key topics. Additional input from experts in learning design and production further enriched the process. The programme will combine a 20-hour online course, with both live and self-paced elements, and a 3-day intensive bootcamp focused on generative AI and digital disinformation. A first draft is now ready and has been shared for feedback, marking an important step towards supporting educators in navigating this rapidly changing landscape.
Between April and August 2026, the AI-Literate project moved from planning into production: the course content took shape, the research team shared findings at conferences across Europe, and the first national reports were published and disseminated.
Building on the Blended Learning Programme finalised earlier this year, Dataninja spent the summer turning it into three educational modules, each with four submodules containing slide decks, LMS activities, and workbook exercises, plus a final assessment quiz. Additional materials include a 15-case disinformation case pool, a workbook, a glossary, and a toolbox. Scripts for all 12 submodule videos are ready, with recording set for September 11th at UNIMORE. The course spans AI's socio-technical history, how the technology works, its ethical questions, its role in disinformation, and AI-assisted multimedia production. Next up: the video shoot, and integrating the content into the learning platform, whose domain has now been chosen, with Moodle layout testing starting in September.
On the research side, WP2 presented AI-Literate research at three conferences and a webinar between April and July, in Brazil and Europe, and is preparing for the upcoming ECREA Conference. The team also designed the shared questionnaire used across the four national roundtables in Italy, Portugal, Poland, and Croatia, held in April and May, including Italy's, which was analysed using a thematic analysis approach supported by ChatGPT. All four national reports are now published, converging on a shared finding: generative AI mainly magnifies existing problems in higher education, calling for redesigned assessment and stronger verification skills. A comparative report combining these with the literature review and micro-, meso-, and macro-level analysis is now being finalised. In June, Lucia Mesquita, Claudia Bellini, Eleonora Rossi, and Alice Pierluigi presented this research framework at IMLRS in Rome, and at the Media & Learning Conference in Leuven, Nicola Bruno (Dataninja) presented the BLP's cross-border co-design process while Lúcia Mesquita presented the multi-country policy analysis.
With the four national reports published, the Media & Learning Association ran a full dissemination campaign, sharing the findings through social content and visuals across the project's channels. The reports will feed into AI-Literate's forthcoming policy guidelines, and in Croatia's case, directly into the national AI development plan.
