Call for Proposals: Publication Editing and Proofreading

In the capacity of an Expert English Editor, within the framework of the UNESCO- SOU projects, the Individual Consultant will conduct professional editing (combination of structural and copyediting) followed by proofreading after layout of six pivotal academic publications highlighting the transformative role and benefits of technology-enhanced education.

Publication 1: AI POLICY AND PRACTICES REPORT – CASE EXAMPLES OF GLOBAL INSIGHTS ON AI LITERACIES DEVELOPMENT AND THE IMPACT ON ACADEMIC CULTURE. This report synthesizes insights from nearly 60 scholars across Europe, North America, Australia, Asia, Latin America, and Africa. Through in-depth case studies, the report examines how AI is reshaping teaching and learning practices, the development of AI literacies, and the role of AI as a catalyst for significant culture shifts in education, particularly related to the ways in which educators collaborate, create resources, and connect to the communities that they serve. (133232 characters with spaces = 74 editor lists).

Publication 2: AI POLICY AND PRACTICES REPORT – ANALYSIS OF GLOBAL INSIGHTS ON AI LITERACIES DEVELOPMENT AND THE IMPACT ON ACADEMIC CULTURE. This report identifies key competencies, challenges, and opportunities for leveraging AI in education. The findings emphasize the need for contextually relevant AI literacies and the collaboration among learners, educators, leaders, policymakers, and technology developers to ensure equitable and effective use of AI in diverse educational settings. This report highlights the potential of AI to drive academic innovation, promote inclusive learning, and enhance educational outcomes, while also addressing ethical concerns and the evolving role of educators in an AI-enabled world. (105687 characters with spaces = 58.7 editor lists)

Publication 3: COLLECTION OF ADVANCED CASES OF DIGITAL INCLUSION AND E-LEARNING FOR THE OLDER ADULTS. This collection of case studies was developed using a structured methodological approach to explore and analyze initiatives aimed at bridging the digital divide among older adults. In collaboration with SOU and the continuous support of UNESCO IITE, the process was conducted in two enriched phases, incorporating key insights and expertise provided by SOU to ensure a comprehensive understanding of the subject matter. (151993 characters with spaces = 84.4 editor lists).

Publication 4: ADVANCING DIGITAL EDUCATION FOR THE OLDER POPULATION: COMPARATIVE ANALYSIS AND STRATEGIC RECOMMENDATIONS This document provides a comprehensive overview and comparison of selected cases of advanced digital education policies and practices for older adults. It serves as a resource for stakeholders seeking to develop or enhance digital literacy initiatives, ensuring that older adults are not left behind in the digital transformation of societies worldwide. By examining a curated selection of advanced programmes from diverse countries it seeks to understand the strategies employed to enhance digital literacy among older adults. (82981 characters with spaces = 46.1 editor lists).

Publication 5: TEACHER’S PRACTICAL GUIDANCE ON AI DIGITAL LITERACY FOR OLDER ADULTS This guidance document provides practical strategies for teachers and facilitators to introduce AI-enabled technologies to older adults in community settings such as libraries and senior centres. It is designed to build learner confidence while ensuring safety, accessibility, and ethical use. A bank of ten ready-to-use activities puts theory into practice, covering voice messaging, creative storytelling, translation, and scam-awareness drills. Each activity includes clear steps, inclusion tips, and safety notes. Drawing on lessons from Shanghai’s ecosystem approach, the guide emphasises the importance of local support networks, peer helpers, and printed resources. (39519 characters with spaces = 22 editor lists).

Publication 6: POLICY GUIDANCE ON AI-ENABLED DIGITAL INCLUSION AND E-LEARNING FOR OLDER ADULTS This guidance supports policymakers and programme managers in designing, coordinating, and monitoring inclusive AI-enabled learning systems for older adults (60+). It focuses on systemic responsibilities rather than classroom practice, structured around three core areas: planning, coordination, and timely monitoring. Effective programmes treat AI as an enabling layer within a broader service ecosystem combining technology, trained personnel, and trusted community spaces. The guidance emphasises designing for diversity among older adults, addressing variations in health, disability, literacy, confidence, and access. Drawing on Shanghai’s ecosystem, the guidance highlights that coordination capacity and local support infrastructure are as important as technology features. The key policy takeaway is to protect the human support layer and accessibility standards under cost pressure. A phased roadmap, minimum risk register, and action matrix provide practical implementation tools for building age-inclusive digital learning systems. (38217 characters with spaces = 21.2 editor lists).

Under the contract, the editor will undertake the following scope of activities:

– Content Review:

– Conducting a thorough review of the entire manuscripts to ensure clarity, coherence, and fluency.

– Evaluating and improving the overall structure of the documents, ensuring a logical flow of descriptions and observations, assumptions and arguments, conclusions and recommendations.

– Language Editing:

– Editing the text to ensure grammatical accuracy, proper syntax, and an appropriate academic tone, while making the language accessible and engaging for a broad readership, particularly education professionals and stakeholders.

– Simplifying complex sentences and jargon where appropriate without altering the intended meaning.

– Consistency:

– Ensuring consistency in terminology, abbreviations, and formatting throughout the documents, particularly concerning ICT, AI, Assistive Technology, and inclusive education terminology.

– Maintaining consistent use of abbreviations, citations, and references.

– Alignment with Guidelines:

– Aligning the publications with UNESCO style and requirements for both electronic and printed formats, paying particular attention to bibliography and lists of references, citations, footnotes, and displayed matter (including tables, figures, text boxes).

– Ensuring the manuscripts meet the guidelines and requirements of the Style manual for the presentation of English-language texts intended for publication by UNESCO.

– Feedback:

– Providing constructive feedback on the overall structure and content, including practical methodologies for learner-centered pedagogy.

– Suggesting the reorganization of sections or chapters if deemed necessary for enhanced clarity and fluency.

– Ethical Considerations:

– Ensuring the documents adhere to ethical standards of academic publishing.

– Verifying that the sections addressing potential risks and concerns of technology integration for students with disabilities/special needs are communicated unambiguously and effectively.

In accordance with the set objectives, the Individual Consultant will be responsible for the professional editing of six publications (total estimated count: 551629 characters with spaces = 307 editor lists) according to the following implementation plan:

Two revisions of the Word documents (in accordance with the scope of activities outlined by UNESCO IITE), including integrating IITE’s responses to queries.

The language editing includes rewriting where required to make the text read idiomatically. Formatting includes presenting footnotes and URLs in a consistent manner, in accordance with UNESCO recommendations (ref. UNESCO Style manual).

Submission milestones:

A 1. Publication 1: AI POLICY AND PRACTICES REPORT – CASE EXAMPLES OF GLOBAL INSIGHTS ON AI LITERACIES DEVELOPMENT AND THE IMPACT ON ACADEMIC CULTURE.

– annotated draft version – 19 June 2026.