UNESCO MGIEP • LIBRE
Critical inquiry alongside mindfulness, empathy and compassion
Newsling’s first classroom studies have produced encouraging findings in critical thinking, kindness and students’ experience of the programme. They provide a starting point for the next phase of research.
Our research explores how Newsling can help children develop critical thinking and kindness, what makes the approach effective, and how it can reach more classrooms.
Some of these questions are already being investigated through our research collaborations. Others are areas we hope to explore next. We welcome universities, researchers and organisations interested in joining ongoing projects or developing new ones with us.
How does regular participation in Newsling influence children's critical thinking, perspective-taking and kindness? What changes can we observe over time?
Do children apply what they practise in Newsling when encountering unfamiliar claims, navigating disagreements and making decisions in everyday life?
Which elements of Newsling contribute most to learning? How do story selection, discussion questions, peer interaction, teacher guidance and notebook writing influence outcomes?
How can AI support story research, content development, personalisation for different age groups and quality review, while keeping journalists, psychologists and teachers responsible for editorial and educational decisions?
Can regular practice in questioning claims and examining evidence help children evaluate information, recognise uncertainty and exercise judgment when encountering AI-generated content?
What helps teachers lead meaningful discussions and encourage participation? How can Newsling better support children with different reading abilities, learning needs and ways of expressing themselves?
How can Newsling work effectively across age groups, curricula, languages and school environments, including under-resourced communities?
Newsling brings together established work in critical thinking, social and emotional learning, information literacy and classroom discussion.
Critical inquiry alongside mindfulness, empathy and compassion
Relationships, responsible decisions and challenging situations
Classroom practices for questioning, considering alternatives and explaining reasoning
These bodies of work inform the approach. They are not evidence of Newsling’s outcomes or institutional endorsements.
Bring a research question, propose a study design or contribute expertise in
measurement, quantitative or qualitative analysis, longitudinal work or
implementation research across schools.
Institutions may also support research or school participation. The scope,
roles and study arrangements would be developed together.