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1Repair Windows errors before they cause bigger problems2Fix the driver behind crashes, sound loss and screen glitches3Clear out junk files and repair common Windows errorsTo share AI’s benefits with your community, start with a local need, teach people to use AI critically and responsibly, and make sure residents can participate even if they have limited internet access, digital skills, or confidence. AI will not automatically improve community life: people need a say in where it is used, who can access it, and how its results are checked.
Start with a community need, not an AI tool
Ask residents, community organizations, and frontline workers what task, service, or barrier they want to address. That might be a question about accessing a local service or making information easier to understand. Treat these as starting points for discussion, not as proof that AI is the right solution.
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Before choosing a tool, clarify who has the problem, what a useful improvement would look like, and whether a non-AI approach could meet the need. UNESCO’s ethics recommendation emphasizes inclusive access and participation; OECD guidance on citizen participation likewise supports involving people in decisions that affect them. The guidance offers principles to adapt, not a case study of your community: UNESCO Recommendation on the Ethics of Artificial Intelligence and OECD Guidelines for Citizen Participation Processes.
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AI literacy is more than knowing how to enter a prompt. The OECD and European Commission’s 2026 AI Literacy Framework defines it as knowledge, skills, and attitudes that help learners understand how AI systems work, critically evaluate their outputs, and use them ethically and creatively. The framework is designed for primary and secondary education, so community groups should adapt its principles rather than treat it as a ready-made adult curriculum: OECD and European Commission AI Literacy Framework.
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A community learning session can use a familiar, low-stakes example and help participants practise a few habits:
- Ask what the tool can and cannot do, and what information it may need to produce an answer.
- Check important claims against reliable sources rather than treating a fluent response as proof.
- Consider privacy before entering personal, financial, health, or otherwise sensitive information.
- Discuss ethical use, including when a person should make the final decision instead of relying on an AI-generated result.
UNESCO calls for public awareness and understanding through accessible education, civic engagement, digital skills, AI ethics training, and media and information literacy. It also emphasizes that this work should account for linguistic, social, and cultural diversity and involve community leaders and civil society alongside other institutions: UNESCO Recommendation on the Ethics of Artificial Intelligence.
Make participation accessible in more than one way
Do not make an online form, app, or video call the only route into a community discussion. OECD guidance advises offering in-person or low-tech alternatives when limited digital access or skills could prevent people from taking part. UNESCO’s ethics recommendation calls for inclusive access that considers linguistic and cultural diversity, disability, disadvantage, and digital divides.
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- Use plain language and examples that make sense locally.
- Ask what language, disability-access, connectivity, or confidence barriers people may face.
- Offer in-person or low-tech ways to learn and give feedback when digital channels would exclude participants.
- Invite residents to shape priorities, not just react to a tool or decision that has already been chosen.
These are design considerations, not a claim that every community faces the same barriers. Adapt participation to the people who need to be involved.
Build a network for shared learning
Community groups can bring together residents, educators, public services, and local organizations to exchange examples, discuss problems, and revise their approach. OECD’s work on AI governance describes communities of practice and networks as ways to share expertise, surface common problems, and exchange feedback. Its examples concern government organizations, so a community group can adapt the model without assuming that a particular local network already exists: OECD report on governing with artificial intelligence.
A useful network need not begin as a formal program. It can start with a regular meeting where participants share what they tried, what was confusing or unhelpful, and what should change before the next session.
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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 also points to the role of digital technologies, infrastructure, and knowledge-sharing mechanisms. These are public-sector findings, not evidence about a specific community organization, but they are useful prompts for planning.
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Fix the driver behind crashes, sound loss and screen glitchesFind Drivers →Repair Windows errors before they cause bigger problemsFix Now →- Is there suitable digital access for the activity, including an alternative for people who cannot connect?
- Who has time and skills to organize learning, answer questions, and follow up on concerns?
- Can the organizations involved share knowledge and coordinate their efforts?
If these conditions are missing, account for them in the plan rather than assuming a workshop by itself will resolve the problem.
Review who benefits and who is left out
After an activity or trial, ask residents and organizers who could not take part, whose needs were overlooked, and whether the change improved access or merely moved a service online. Use the answers to adjust the audience, format, or goals. The point is to assess whether people can participate and benefit—not simply whether an AI tool was introduced.
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