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AI, Equity & Multilingualism




Research

Generative Artificial Intelligence (GenAI) is currently transforming nearly every aspect of our society. With ChatEQUITY, we explore what this means for equal opportunities in a multilingual society. ChatEQUITY is a five-year ERC-CoG project led by Prof. Dr. Orhan Agirdag. The research consists of three components:

AI skills?

  • How do students and teachers interact with GenAI?
  • How do they prompt GenAI, and how are they prompted by GenAI?
  • How can we objectively measure the quality of these interactions?

AI-divides?

  • Is the digital divide turning into a wider AI divide?
  • Or does multilingual GenAI offer new opportunities instead?
  • How AI-skilled are different students and teachers?

Impact? Impact!

  • What is the impact of AI use on students’ learning outcomes?
  • Does Prompting (L)iteracy make a difference?
  • How can we equip students and teachers with strong AI skills?

Our team

  • Prof. dr. Orhan Agirdag — PI
  • Dr. Anouk Van der Wildt — Senior Research Coordinator
  • Dr. Hakan Dursun — Postdoc
  • Daria-Maria Popa — Junior Research Coordinator
  • Ghijs Kilani — PhD Student
  • Amanda Jibaja — PhD Student
  • Doha Ramzi — PhD Student
  • Chloë Jans — Student
  • Marie Boers — Student

Ethics & Equity advisory board

  • Prof. dr. Tuba Bircan (VUB) (chair)
  • Prof. dr. Fazilat Siddiq (University of Oslo)
  • Prof. dr. Mutlu Cukurova (University College London)
  • Prof. dr. Ellen Helsper (London School of Economics)
  • Prof. dr. Jo Tondeur (VUB)

Expert advisors

The ChatEQUITY project is made possible by the guidance of an interdisciplinary team of expert advisors, including:

  • dr. Erol Baykal
  • dr. Blansefloer Coudenys
  • dr. Aurélie Van de Peer
  • dr. Stijn Aerts
  • MSc. Daan Voets
  • MSc. Maarten Hermans
  • Prof. dr. Jozefien De Leersnyder
  • Prof. dr. Karen Phalet
  • Prof. dr. Jan Elen
  • Prof. dr. Dirk Jacobs
  • Prof. dr. Rudi Laermans
  • Prof. dr. Lieven Verschaffel
  • Prof. dr. Tom Beckers

Publications

Agirdag, O. (2026). Beyond prompt engineering: Prompting (l) iteracy, linguistic capital, and educational inequality. Educational Theory, 76(2), 206-223.

Agirdag, O. (2026). How Social Theory Missed a Copernican Moment with Large Language Models. Big Data & Society, 13 (2), 1-5.

De Warm-Strikte School

De warm-strikte school | Orhan Agirdag

Concrete praktijken voor beter onderwijs. Ontdek hoe warme relaties en kordate sturing diversiteit, digitalisering en discipline doen werken.


This project has received funding from the European Research Council (ERC) under the European Union's Horizon Europe research and innovation programme (grant agreement n° 101168540).