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To share AI’s benefits, start with a real local need, help people learn to use AI critically and responsibly, and give residents accessible ways to shape decisions. AI will not automatically improve community life: participation, inclusion, and the capacity to support the work need deliberate attention.
Start with a need residents actually have
Ask residents and frontline workers what task, service, or barrier they want to address before choosing an AI tool. A community group might explore whether AI could help with a clearly defined activity, but it should first establish who needs the service, what problem they face, and how they currently get help.
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Keep the discussion grounded in that need rather than promoting AI for its own sake. Make space for people who would use or be affected by a proposed tool to question the idea, suggest alternatives, and help decide whether AI is appropriate at all.
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AI literacy involves understanding how AI systems work, critically evaluating their outputs, and using them ethically and creatively. The OECD and European Commission’s 2026 AI Literacy Framework describes knowledge, skills, and attitudes for learners in primary and secondary education. Its principles can inform community learning, but the framework is not an adult community curriculum; adapt the content and examples to local learners.
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Useful community learning should help participants ask what a tool can and cannot do, check its answers against reliable information, consider privacy and ethical questions, and recognize when a person should make the final decision. UNESCO’s 2021 Recommendation on the Ethics of Artificial Intelligence calls for public awareness and AI literacy to help people make informed decisions and reduce digital divides.
Learning does not have to happen in a formal technology class. UNESCO points to accessible education, civic engagement, digital skills, AI ethics, and media and information literacy, with roles for civil society, academia, media, community leaders, and others. A community group can adapt those channels to its own setting—for example, by incorporating AI discussions into existing learning or civic activities.
Make it possible for everyone to take part
An online form, meeting, or training session can shut out the people a project is meant to serve if they have limited connectivity, digital skills, confidence, or access to suitable devices. UNESCO’s recommendation calls for attention to linguistic and cultural diversity, disability, disadvantage, and digital access inequalities. OECD guidance on citizen participation also advises offering in-person or low-tech alternatives when digital barriers could exclude people.
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- Use plain language and examples that relate to local life.
- Consider the languages participants use, disability access, cultural context, connectivity, and varying levels of digital confidence.
- Offer in-person or low-tech ways to learn, comment, and make decisions when online participation is a barrier.
- Ask whose perspectives are missing, including people who may be affected by a tool but are less likely to attend or respond online.
UNESCO’s guidance is a set of principles, not an assessment of any particular community. Groups should decide which barriers matter locally by listening to the people they hope to include.
Give residents a role in decisions about AI
People should be able to help define the problem, weigh possible approaches, and assess whether an activity is working. Explain what is being considered and what choices are open for discussion; asking for feedback after a decision has already been made is not the same as meaningful participation.
OECD guidance on citizen participation emphasizes designing participation so that limited digital access or skills do not prevent people from taking part. Combine online methods with face-to-face or low-tech options where needed, and make clear how residents’ input will be considered.
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Build a network that can learn and adapt
Bring together community organizations, educators, public services, and residents to exchange examples, raise problems, and revise practices. OECD describes communities of practice and networks as ways for government organizations to share expertise, identify common problems, and exchange feedback. Community groups can adapt that model, while recognizing that the examples concern government organizations rather than proving that a particular local network exists.
A useful network makes learning ongoing: participants can discuss what worked, surface concerns, and update their approach as needs change. It should support the people doing the work rather than assume that a tool or a single training session will solve every problem.
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Training alone may not be enough. UNESCO identifies organizational capacity, data and infrastructure, and human resources as barriers to public-sector AI. OECD guidance likewise highlights digital technologies, infrastructure, and ways to share AI knowledge. These public-sector findings do not establish what any particular community organization lacks, but they offer practical considerations to check before starting.
- Infrastructure: Is there reliable access to the technology and connectivity needed for the activity?
- Organizational capacity: Can the group organize the work and support it over time?
- People and time: Are there people with the relevant skills and time to help participants and respond to concerns?
- Knowledge sharing: Can partners learn from one another and make changes when problems arise?
Review who benefits and who is left out
Check participation and outcomes with questions that reveal exclusion as well as progress:
- Who was able to take part, and who could not?
- Whose needs or perspectives were missed?
- Did the activity make access to a service easier, or did it simply move the service online?
- What concerns or difficulties did participants raise, and what should change as a result?
These are practical evaluation questions grounded in UNESCO’s inclusion principles and OECD guidance on participation. The official guidance does not provide a result for your community; residents and local partners must assess what is happening in their own circumstances.
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