Media and Digital Communication
DOI 10.55206/DKXB7610
Lyubomir Kolarov
Sofia University, „St. Kliment Ohridski”
E-mail: llkolarov@uni-sofia.bg
Abstract: Artificial Intelligence (AI) is increasingly influencing various aspects of daily life, including education and digital services. However, disparities in AI literacy among different generational groups pose challenges to equitable technological adaptation. This study explores how preschool children and elderly individuals in Bulgaria perceive and engage with AI technologies, identifying key challenges and policy gaps affecting their AI literacy. Based on qualitative expert interviews, the research examines public awareness, accessibility, and the effectiveness of AI-related policies in fostering digital inclusion. The findings reveal that preschool children frequently interact with AI-driven educational tools but lack structured learning frameworks to develop critical AI literacy. Conversely, the elderly face significant barriers to AI adoption due to low digital literacy, technological anxiety, and usability constraints. Current Bulgarian policies emphasize on economic and industrial applications of AI while neglecting age-specific educational strategies. This research underscores the need for comprehensive AI literacy programs tailored to both children and the elderly to mitigate risks such as digital misinformation and social exclusion. The findings will be beneficial for policymakers, educators, and technology developers aiming to create inclusive AI education initiatives and to bridge generational digital divides. Future research should explore quantitative assessments of AI literacy levels and investigate best practices in AI education across Eastern Europe in order to compare more inclusive policy frameworks in the region.
Keywords: Artificial Intelligence (AI), Digital Literacy, Media Education, Preschool Children, Elderly Individuals, Educational Technology, AI Governance.
Rhetoric and Communications Journal, issue 64, July 2025