Yao Lyu, Leonymae Aumentado, Holden Winton, Jared Lee Katzman, Sparkle Berry, Zachary Rowe, Kimberly Sanders, Tawanna R. Dillahunt (2026) — arXiv cs.HC 📄 Full text (arXiv) 📄 PDF
This case study reports on a community-based participatory research project that co-designed an AI literacy program for 54 adults (48 in-person and 6 virtual) in a predominantly African American community in the Midwestern United States. The program covered fundamental AI concepts, societal implications, and practical applications, using hands-on activities and concrete examples over abstract technical explanations.
Key findings highlight that equity-oriented AI education for underserved adult populations must address foundational digital literacy gaps, build trust around data privacy, and connect AI concepts to everyday lived experiences. This challenges the dominant focus on formal higher education settings for AI literacy initiatives and points toward more inclusive lifelong learning models.
The study contributes design considerations for educational technology developers and educators seeking to reach adults outside traditional educational institutions. The community-centered approach offers a replicable model for equity-focused AI education that prioritizes relevance, trust, and accessibility over technical depth.
Related Pages
- ai-literacy — AI literacy concepts and programs
- equity — Equity and access in AI education
- lifelong-learning — Lifelong learning and adult education
- faculty-development — Faculty development for AI integration
- edtech-platform — Educational technology platforms and tools
- student-experience — Student experiences with AI in education
Citation
APA: Yao Lyu, Leonymae Aumentado, Holden Winton, Jared Lee Katzman, Sparkle Berry, Zachary Rowe, Kimberly Sanders, Tawanna R. Dillahunt (2026). Co-Designing Community-Centered AI Education for Adults: A Midwestern Case Study. arXiv:2606.26565. arXiv cs.HC.