Tech
Survey Finds Misinformation, Economy and Terrorism Top Global Concerns
A new international survey has revealed that people across the world view the spread of online misinformation, economic uncertainty, and terrorism as the most pressing national threats, while concern over climate change and infectious diseases has waned in wealthier nations.
The study, conducted earlier this year among more than 31,000 adults in 25 countries, highlights how public fears are shifting in response to political, economic, and technological developments.
In Europe, misinformation emerged as the dominant concern in half of the countries surveyed. Majorities in Germany, the Netherlands, Poland, Sweden, and the United Kingdom said false information online posed the greatest threat to their nations. In Germany, 81 percent of respondents expressed this view, while in Poland the figure was even higher at 85 percent. Analysts believe the heightened sensitivity in both countries may be linked to Russian disinformation campaigns targeting recent elections.
“Elections in Germany and Poland appear to have sharpened perceptions of misinformation as a threat,” said Jacob Poushter, associate director of research at the Pew Research Center, which led the survey.
Elsewhere in Europe, misinformation still ranked among the top two concerns in France, Italy, Hungary, and Spain. Greece was the outlier, with citizens more worried about economic conditions and climate change than fake news.
The survey also found sharp political divides over perceptions of misinformation. In Germany, 89 percent of respondents with an unfavorable view of the far-right Alternative for Germany (AfD) party described fake news as a major threat, compared with only 55 percent of those with a favorable opinion of the party. Similar ideological splits were recorded in Poland, Hungary, Sweden, the Netherlands, and the UK.
Globally, misinformation is not just a European concern. Respondents in both the United States and South Korea identified it as the most significant national threat. In fact, majorities in 24 of the 25 countries surveyed shared this view. The only exception was Israel, where just 43 percent saw misinformation as a major issue. Instead, nearly nine in ten Israelis named terrorism as the greatest threat to their country.
The study also highlighted age-related differences. Older adults in several countries—including Argentina, Canada, Japan, Kenya, Poland, Sweden, and the US—were more likely than younger people to describe misinformation as a serious danger.
Beyond the issue of fake news, the survey found a resurgence of concern about the global economy, while climate change and infectious diseases—once dominant worries during the pandemic and amid record heatwaves—have receded in high-income countries.
Poushter noted that the persistence of misinformation at the top of global concerns underscores its deep impact. “The bottom line is that people are concerned about a lot of issues right now, but false information continues to stand out,” he said.
Tech
Estonia’s AI Education Model Draws Attention as Europe Debates Digital Learning
As European governments weigh how to integrate artificial intelligence into classrooms and allocate funding for digital literacy, Estonia’s approach to AI education is gaining attention as a practical and structured model.
The Baltic nation’s AI Leap programme is designed not only to teach students how to use artificial intelligence tools but also to strengthen critical thinking and teacher involvement at a time when AI is becoming deeply embedded in everyday learning.
Concerns have grown across Europe that while students are increasingly comfortable using AI tools, many struggle to evaluate or question the information these systems generate. Educators and employers have raised concerns that overreliance on chatbots and automated tools could weaken analytical thinking and increase vulnerability to misinformation.
Estonia has chosen to address this challenge directly rather than attempting to limit student exposure to AI.
According to the AI Leap programme, between 64% and 90% of Estonian students were already using AI tools before the initiative began. Programme organisers argued that ignoring this reality could undermine learning and reasoning skills.
The initiative aims to train 48,000 students and 6,700 teachers over two years in a country with a population of just 1.36 million.
The programme has two primary goals: helping teachers adapt to AI-assisted education and encouraging students to develop responsible, thoughtful AI habits.
To support this effort, Estonia has introduced several key measures. Teachers participate in study circles that meet monthly to develop teaching methods and exchange experiences. A central online platform provides educational resources, videos, self-assessment tools and discussion forums.
More than 4,000 teachers are also receiving premium access to advanced AI platforms such as ChatGPT and Gemini to support lesson planning and classroom preparation.
One of the programme’s most distinctive features is a Socratic-style chatbot designed to guide students rather than provide direct answers. The chatbot encourages questioning, self-management and contextual thinking, helping students assess AI-generated information instead of accepting it automatically.
The programme also includes debate leagues, creative arts projects and student-led initiatives aimed at encouraging discussion and experimentation with AI beyond formal classroom settings.
Estonia has placed strong emphasis on management and implementation. School principals oversee local delivery, while nine regional managers coordinate activities across seven educational regions. The initiative operates through a public-private partnership, with the government providing half of the funding and private partners contributing the remainder.
Technology companies, educators and researchers are involved in designing and testing tools tailored to Estonia’s education system.
Education analysts say Estonia’s strategy highlights a broader lesson for Europe: AI literacy may depend less on limiting technology and more on teaching students how to use it thoughtfully, critically and responsibly.
Tech
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Tech
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