Hervé Huot-Marchand, head of the Youth, Literacy and Skills Development Section at the United Nations Educational, Scientific and Cultural Organization (UNESCO), warned that people who lack basic literacy, digital literacy and artificial intelligence skills may become more vulnerable to disinformation, manipulation and algorithmic bias, in addition to facing the risk of exclusion from education, work and digital services.
Huot-Marchand made the remarks in an interview with Anadolu Agency on the occasion of International Literacy Day, celebrated on September 8 each year by a UNESCO decision issued in 1966. He explained that the definition of literacy, based on reading, writing, interpreting and communicating through texts, has not changed fundamentally over more than two decades, but the ways these skills are applied and developed have changed as an increasing part of life has moved into the digital environment.
The Skills Gap Goes Beyond Internet Access
According to Huot-Marchand, the need for digital and artificial intelligence literacy is growing in places where access to the internet and digital technologies is available, but opportunities for digital learning and access to artificial intelligence tools remain insufficient. The problem is not limited to owning a device or having a connection; it is also linked to electricity, connection quality, the availability of tools, educational opportunities and the ability to understand and evaluate information.
UNESCO believes that this situation may create an interconnected chain of inequalities. People with limited basic skills may struggle to benefit from the educational, economic and social opportunities enabled by digitization, and may also find it difficult to deal with information produced or directed by artificial intelligence.
Basic Education Before New Skills
The official stressed that policymakers should not treat basic literacy, digital literacy and artificial intelligence literacy as competing priorities. A strong foundation in reading, writing and comprehension helps people acquire and adapt to new skills more quickly, while artificial intelligence should not be taught at the expense of these skills.
Huot-Marchand noted that UNESCO is developing “competency frameworks” to support the integration of artificial intelligence learning objectives into existing curricula and prepare students for their responsibilities in the age of artificial intelligence. According to the remarks, educational needs include introducing students to how artificial intelligence works, its risks and limitations, as well as how to deal with the information it generates.
What Does This Mean in Practice?
The central message in UNESCO’s remarks is that resisting disinformation does not depend solely on separate technological tools, but begins with the user’s ability to read, understand, interpret and think deeply. This directly links digital and artificial intelligence literacy programs to education and social inclusion policies, rather than to technical training alone.
UNESCO data indicate that more than 77% of the world’s illiterate adults are located in sub-Saharan Africa and South Asia. The material does not provide details about the implementation dates or full content of the competency frameworks, so how these recommendations will be transformed into implementable curricula and programs remains an issue requiring follow-up.