Research-led explanations of human capacity, learning and technological change. Start with the foundations, then follow the evidence and related ideas as the Learning Hub grows.
Epistemic trust is the willingness to treat communicated knowledge as potentially reliable, relevant and worth learning from. It is not blind trust, and it is not one single mature construct across all disciplines: social cognition, developmental psychology and clinical mentalizing traditions use overlapping but not identical formulations.
Ethical judgment begins before rules are applied: with the capacity to notice moral significance, inspect the frame, weigh competing claims, and remain responsible under pressure.
What ethics education can improve, where behavior evidence remains limited and why institutions must support responsible action.
What ethics asks, how normative reasons differ from observed preferences, and why public decisions need accountable revision.
The European Commission’s 2026 updated guidelines for teachers and educators expand the EU’s school-facing response to disinformation by adding generative AI, influencer culture, prebunking, lesson plans and recommendations for school leaders and policymakers. They are an institutional guidance document, not an experimental proof that every recommended classroom strategy works in every context.
A joint OECD and European Commission framework reframes AI literacy as more than tool use: learners need knowledge, skills and attitudes for engaging with, creating with, managing and shaping AI. Its importance is architectural, not experimental. It defines a shared educational target, but it does not by itself prove which teaching methods produce durable AI literacy.
The final 2026 European AI literacy framework for schools, its four domains and its implementation limits.
Executive attention is the conflict-regulating dimension of attention associated with maintaining task goals, resolving competition and supporting self-regulation. It overlaps with cognitive control and executive function, but should not be treated as a synonym for either.
A student chooses between two courses. She expects to do well in one but finds it uninteresting; the other matters to her future but seems difficult and…
A critical evidence guide for the Institute of Inner Technology Learning Hub