What changed

MOTION FOR A EUROPEAN PARLIAMENT RESOLUTION

– having regard to Directive (EU) 2018/1808 of the European Parliament and of the Council of 14 November 2018 amending Directive 2010/13/EU on the coordination of certain provisions laid down by law, regulation or administrative action in Member States concerning the provision of audiovisual media services (Audiovisual Media Services Directive) in view of changing market realities1,

– having regard to Regulation (EU) 2024/1083 of the European Parliament and of the Council of 11 April 2024 establishing a common framework for media services in the internal market and amending Directive 2010/13/EU (European Media Freedom Act)2,Act),

– having regard to Regulation (EU) 2022/2065 of the European Parliament and of the Council of 19 October 2022 on a Single Market For Digital Services and amending Directive 2000/31/EC (Digital Services Act)3,Act),

– having regard to Regulation (EU) 2024/1689 of the European Parliament and of the Council of 13 June 2024 laying down harmonised rules on artificial intelligence and amending Regulations (EC) No 300/2008, (EU) No 167/2013, (EU) No 168/2013, (EU) 2018/858, (EU) 2018/1139 and (EU) 2019/2144 and Directives 2014/90/EU, (EU) 2016/797 and (EU) 2020/1828 (Artificial Intelligence Act),

– having regard to its resolution of 25 March 2021 on shaping digital education policy,

– having regard to the Commission communication of 11 May 2022 entitled ‘A Digital Decade for children and youth: the new European strategy for a better internet for kids (BIK+)’ (COM(2022)0212),

– having regard to the joint communication from the Commission and the High Representative of the Union for Foreign affairs and Security Policy of 12 November 2025 entitled ‘European Democracy Shield: Empowering Strong and Resilient Democracies’ (JOIN(2025)0791),

– having regard to the Commission communication of 5 March 2025 on the actionAction planPlan on basicBasic skillsSkills (COM(2025)0088),

– having regard to the Commission communication of 103 FebruaryDecember 20262020 entitled ‘Action‘Europe’s planMedia againstin cyberbullyingthe –Digital “SaferDecade: online,An strongerAction together“’Plan (COM(2026)0071),to Support Recovery and Transformation’ (COM(2020)0784),

– having regard to its resolution of 26 November 2025 on the protection of minors online4,

– having regard to the Commission communication of 10 February 2026 entitled ‘Action plan against cyberbullying – “Safer online, stronger together”’ (COM(2026)0071),

– having regard to the Resolution of the Council of the European Union and the Representatives of the Governments of the Member States meeting within the Council on a framework for European cooperation in the youth field entitled ‘The European Union Youth Strategy 2019-2027’5,

– having regard to the Commission communication of 5 March 2026 entitled ‘Strategy on Intergenerational Fairness’ (COM(2026)0110),

– having regard to its resolution of 26 November 2025 on the protection of minors online,

– having regard to the UN Pact for the Future of 22 September 2024,

– having regard to the Resolution of the Council of the European Union and the Representatives of the Governments of the Member States meeting within the Council on a framework for European cooperation in the youth field entitled ‘The European Union Youth Strategy 2019-2027’,

– having regard to the Commission publication entitled ‘Guidelines on the ethical use of artificial intelligence and data in teaching and learning for Educators’, published in 2026,

– having regard to the Commission publication entitled ‘Guidelines for teaching informatics: practical strategies for European classrooms’, published in 2026,

– having regard to the Commission publication entitled ‘Wellbeing and mental health at school – Guidelines for education policymakers’, published in 2024,

– having regard to the Joint Research Centre publication entitled ‘Social media usage and adolescents’ mental health in the EU’, published in 2025,

– having regard to UNESCO reports, in particular the report entitled ‘Media and information literacy for all: closing the gaps: global analysis of the current state of play of media and information literacy’, published in 2025,

– having regard to the OECD publication entitled ‘Pisa 2022 Results (Volume II): Learning During – and From – Disruption’, published in 2023,

– having regard to the Commission communication of 10 October 2025 entitled ‘Guidelines on measures to ensure a high level of privacy, safety and security for minors online, pursuant to Article 28(4) of Regulation (EU) 2022/2065’,

– having regard to the UN Convention on the Rights of the Child of 20 November 1989, and to General comment No. 25 of 2021 on children’s rights in relation to the digital environment,

– having regard to the OECD publication entitled ‘Recommendation of the Council on Children in the Digital Environment’, published in 2025,

– having regard to the Council of Europe Guidelines to respect, protect and fulfil the rights of the child in the digital environment, published in 2018,

– having regard to the Council of Europe report entitled ‘Media Literacy for all: Supporting marginalised groups through community media, published in 2020,

– having regard to the policy document of the Council of Europe’s Steering Committee on Media and Information Society (CDMSI) entitled ‘National Media and Information Literacy (MIL) Strategies: Practical Steps and Indicators’, adopted in December 2025,

– having regard to Rule 55 of its Rules of Procedure,

– having regard to the report of the Committee on Culture and Education (A10-0000/2026),(A10-0173/2026),

A. whereas media literacy and digital learning provide basicare skillsessential into theempower moderncitizens societywith andthe arecritical crucialskills innecessary tacklingto theassess, proliferationverify, ofcreate disinformation,and declineshare ofinformation trustand inmedia thecontent media,autonomously and theresponsibly impactacross oftraditional and online platforms, new media actors and artificial intelligence; whereas media literacy andmake digitalinformed learningchoices arein necessarya inconstantly theevolving contextinformation ofenvironment; thewhereas changedthese patternsskills ofreinforce informationcivic consumption,participation, underpinnedsocial byinclusion theand ‘scrollingdemocratic culture’;resilience;

B. whereas media literacy and digital learning are key to empowering people with the skills and knowledge needed to understand information in an environment that is constantly changing, so that they can verify the accuracy, reliability and source of information, challenge anti-democratic propaganda and, ultimately, make better informed, autonomous choices;

B. whereas media literacy and digital learning provide basic skills in modern society and are crucial in tackling the proliferation of disinformation, decline in trust in the media, and the impact of online platforms, new media actors, such as influencers and content creators, and artificial intelligence; whereas media literacy and digital learning are necessary in the context of changed patterns of information consumption, underpinned by ‘scrolling culture’;

C. whereas media literacy and digital education must be regarded as integral components of a comprehensive lifelong learning strategy, particularly for children and young people, in order to equip them with the critical thinking skills, resilience and digital competences necessary to navigate an increasingly complex and rapidly evolving information environment; whereas such efforts should not be limited to learners alone, but should be extended to all stakeholders in the education ecosystem, including educators, parents, caregivers, journalists, civil society organisations and new media actors such as influencers, who play an ever more significant role in shaping information consumption patterns and public discourse;

C. whereas media literacy and digital learning are indispensable for ensuring the digital well-being of users;

D. whereas children access social media at an increasingly younger age, with 97 % of young people in the EU using the internet daily and social media platforms becoming the main source of information for young people aged 15-246;

D. whereas the ways media and digital content are accessed have changed significantly, with users, particularly minors and young people, increasingly choosing tailored content on social media platforms, closely following influencers’ activities, relying heavily on algorithmic recommendations and often having a shorter attention span than when they used traditional media; whereas social media can quickly personalise their feeds, exposing users, particularly minors, elderly users and other vulnerable users, to risks of harmful content being amplified or captured in information bubbles;

E. whereas prematurely introducing digital tools or technologies to minors, before basic media literacy skills have been developed with analogue tools, exposes them to a plethora of digital risks that they are unable to mitigate, including cyberbullying, sextortion, sleep or eating disorders, social and emotional underdevelopment, shorter attention span or radicalisation;

E. whereas certain design features of digital platforms, including algorithmic recommendation systems, can influence the selection and visibility of content and may contribute to risks related to users’ well-being and exposure to harmful content;

F. whereas introducing a minimum age for using online platforms has been discussed by policymakers at both the national and EU level;

F. whereas in the current geopolitical situation, people in the EU should be equipped with a wide range of cognitive, technical and social skills to access and analyse media content effectively and thus remain resilient to potential manipulatory actions or hybrid attacks that aim to destabilise civic discourse and democratic processes;

G. whereas minors, young people, older people and vulnerable or marginalised groups remain at higher risk of being exploited in the digital environment, particularly as regards risks of exposure to harmful content, cyberbullying, disinformation, foreign interference or financial scams; whereas minors are particularly vulnerable to risks related to AI-generated content, AI companions and chatbots, as their cognitive abilities are still developing;

G. whereas high-quality, independent and plural journalism is the cornerstone of democratic societies and plays a key role in strengthening media literacy, countering disinformation and increasing citizens’ trust in the information ecosystem, with a positive impact on the economic sustainability of the media sector; whereas public service media play a key role in pursuing these objectives and require adequate and sustainable funding;

H. whereas media literacy and digital learning are indispensable for ensuring the digital well-being of users; whereas they can help people develop skills in the areas of creativity and problem-solving in technology-rich environments, and may have a positive impact on civic participation, social inclusion or community building;

H. whereas media literacy and digital education must be regarded as integral components of a comprehensive lifelong learning strategy, which should cover the specific needs of learners, and of the stakeholders in the education and information ecosystem, including parents, caregivers, educators, media, journalists, libraries, civil society organisations and new media actors, such as influencers and content creators; whereas the Strategy on Intergenerational Fairness recognises lifelong learning, digital skills, media literacy and active participation of all age groups as key conditions for intergenerational fairness and the resilience of democratic societies;

I. whereas in the current geopolitical situation, people in the EU should be equipped with a wide range of cognitive, technical and social skills to access and analyse media content effectively and thus remain resilient to potential manipulatory actions or hybrid attacks that aim to destabilise civic discourse and democratic processes;

I. whereas effective media literacy and digital learning require equal opportunities in access to education and a pluralistic information environment;

J. whereas the ways media and digital content are consumed have changed significantly, with users, particularly minors and young people, choosing tailored content forms on social media platforms, closely following influencers’ activities, relying heavily on algorithmic recommendations and often having a shorter attention span when consuming forms of traditional media; whereas social media can quickly personalise their feeds, exposing users, particularly minors or vulnerable users, to risks of harmful content being amplified or being captured in information bubbles;

J. whereas children access social media at an increasingly younger age, with 97 % of young people in the EU using the internet daily and social media platforms becoming the main source of information for young people aged 15-24;

K. whereas EU legislation provides a definition of media literacy, notably in the European Media Freedom Act;

K. whereas approaches to media literacy and digital learning vary across the EU, with significant differences with regard to their incorporation into school curricula and in the level of financial or administrative support provided for related actions or programmes, and with regard to the competent authorities or bodies and the cooperation between them;

L. whereas national approaches to media literacy and digital learning vary across the EU, with significant differences when it comes to their incorporation into school curricula and in the level of financial or administrative support provided for actions or programmes as well as regarding the competent authorities or bodies and the cooperation between them;

L. whereas General comment No. 25 on children’s rights in relation to the digital environment adopted by the UN Committee on the Rights of the Child in 2021 establishes that the rights of the child must be respected, protected and fulfilled in the digital environment and that, in making their products and services available to children, digital service providers must follow the highest standards of ethics, privacy and safety, and age-appropriateness;

M. whereas media literacy and digital learning skills should be developed from an early age, with their introduction in primary education contributing to better preparing children for the challenges of the digital environment, in a manner appropriate to their age and development; whereas these skills are equally essential throughout a person’s lifetime, requiring a lifelong learning approach;

N. whereas prematurely introducing digital tools or technologies to minors before basic media literacy skills and critical thinking have been developed with analogue tools exposes them to a plethora of digital risks and online harms that they may not yet be equipped to recognise or manage;

O. whereas all populations, particularly minors, young people, older people, persons with disabilities and people in rural or remote areas with limited digital infrastructure, remain at higher risk of being exploited in the digital environment; whereas citizens of all ages, especially minors whose cognitive abilities are still developing, are vulnerable to risks related to AI-generated content and chatbots;

P. whereas introducing a minimum age for safeguarding minors when using online platforms, including discussions on minimum age, age verification and parental control, has been discussed by policymakers at both national and EU level;

Q. whereas the Commission set up a dedicated special panel of experts on child online safety in March 2026, tasked with developing recommendations to better protect and empower children in the digital environment; whereas the panel also looks at the importance of media literacy and digital learning for children, parents and educators;

R. whereas EU audiovisual and media legislation provides a definition and recognises the importance of media literacy, notably through Article 2(21) of the European Media Freedom Act (EMFA) and the media literacy obligations under the Audiovisual Media Services Directive (AVMSD); whereas Article 13 EMFA tasks the European Board for Media Services with exchanging best practices on media literacy;

Core elements of the new approach to media literacy and digital learning

1. Underlines that a forward-looking approach to media literacy and digital learning should aim to empower people,people particularlyof minors,all ages with basic skills that would allow them to fully benefit from the digital environment, boost their creative skills, benefit from the exposure to a variety of sources and avoid risks related to the use and design of online platforms;

2. Recognises that approaches to teaching media literacy and digital learning need to be adapted to the needs of learners, particularly minors or vulnerable users; underlines the need to continuously involve youth representatives in designing relevant policy actions or developing teaching programmes or materials to ensure that such actions target challenges faced by children and adolescents in the online environment;

2. Highlights the role of media literacy in equipping individuals with critical thinking skills that contribute to informed and autonomous decision-making in democratic processes and enhance civic responsibility to counter disinformation, polarisation and foreign information manipulation and interference, particularly in electoral contexts;

3. Stresses the key roles that media literacy and digital learning play in combating cyberbullying, and, in particular, highlights the fact that providing media literacy and digital learning skills throughout the entire education path and within lifelong learning activities is crucial for developing and strengthening critical thinking, self-awareness and responsible behaviour online, leading to a safer online experience overall;

3. Stresses that media literacy and digital learning should be reflected within broader EU initiatives aimed at safeguarding democratic processes, including in the context of the EU Democracy Shield;

4. Underlines the importance of using all the relevant regulatory instruments available and fostering cooperation between all relevant actors as needed in order to achieve a common EU approach;

4. Recognises that approaches to teaching media literacy and digital learning need to be innovative, intended for all population groups and adapted to the needs of learners, particularly vulnerable users experiencing disadvantages due to geographical, social, cultural and economic factors;

5. Underlines the importance of introducing media literacy and digital learning to school curricula during the entire process of formal education as well as the need to develop an evidence-based and holistic approach to the use of digital technologies at schools;

5. Recognises the value of peer-to-peer education implemented by Safer Internet Centres and civil society organisations as an effective tool for reaching children and adolescents with messages on safe use of the internet, complementing formal education;

6. Stresses the key roles that media literacy and digital learning play in empowering users to navigate the digital environment safely, including in combating cyberbullying and other forms of online harm; highlights, in particular, that providing media literacy and digital learning skills throughout the entire education path and within lifelong learning activities is crucial for developing and strengthening critical thinking, self-awareness and responsible behaviour online;

7. Stresses that media literacy policies should raise awareness of how digital environments and platform design influence the way information is accessed, including the ability to understand the functioning of algorithms and to recognise addictive design and emotionally manipulative content;

8. Stresses the growing impact of digital environments on users’ mental health and well-being; calls on the Commission and the Member States to include in media literacy and digital learning programmes the development of digital empathy, responsible online behaviour and an understanding of the impact of the digital environment on mental health and well-being, as important elements in the prevention of cyberbullying and the promotion of digital well-being;

9. Underlines the importance of using all the relevant regulatory instruments available and of fostering cooperation between all relevant actors, as needed, to achieve an EU approach to media literacy and digital learning;

10. Highlights the importance of strengthening cooperation between public and private stakeholders to promote media literacy across the EU; emphasises the important role of civil society organisations, community initiatives, volunteers and cultural actors in building trust, thereby fostering dialogue in public debate;

11. Welcomes the work of the Media Literacy Expert Group and the European Digital Media Observatory (EDMO), and their important role in bringing together policymakers, researchers and practitioners to build a multidisciplinary community of experts, share best practices and enhance awareness; calls for strengthening their activities on media literacy to support cooperation among Member States;

12. Underlines the importance of introducing media literacy and digital learning to school curricula during the entire process of formal education and the need to develop an evidence-based and holistic approach to the use of digital technologies in schools;

13. Highlights the importance of promoting media literacy and digital learning beyond formal education and in the workplace, ensuring a lifelong learning and whole-of-society approach involving governments, educational institutions, civil society, media organisations, technology platforms and families;

14. Calls on the Commission, in cooperation with the Member States, to establish a structured monitoring and evaluation framework for national media literacy actions, including measurable indicators assessing knowledge, behavioural outcomes, the development of critical thinking, and resilience to disinformation, including through longitudinal studies and the evaluation of age-appropriate approaches and parental support programmes;

Media literacy and digital learning: strengthening the pillars of the modern media ecosystem

6.15. Calls for the EU institutions and the Member States to cooperate with a view toon establishing a coordinated EU approach to media literacy and digital learning;

7.16. Calls on the Commission to assess and, where appropriate, propose a clear common EU approach regardingto age-appropriate access to online platforms, particularly social media platforms, following thean approach based on the protection of children’s well-being, thea recognition of minors’ cognitive and emotional development,development needs, and the need to ensure a safe and age-appropriate digital environment, while fully respecting fundamental rights and the differencedifferences in national approaches;

8.17. Calls on the Commission to thoroughly evaluate the effectiveness and added value of the relevant provisions of the Audiovisual MediaAVMSD, Servicesensure Directiveits (AVMSD)enforcement and propose targeted amendments to further increase protection levels for users on video-sharing platforms, particularly minors and vulnerable users,minors, expand the media content rules to new mediainfluencers actors,and notablycontent influencers,creators, and advanceensure theeffective levellabelling of transparency regarding the effectiveAI-generated, labellingAI-manipulated ofand AI-generatedcommercially contentsponsored orcontent, contentwithout thatrelying includessolely commercialon messageslabels or productautomated placement;indicators;

9. Calls on the Commission to cover the issues related to media literacy and digital learning as part of its review of the Digital Services Act (DSA) guidelines on measures to ensure a high level of privacy, safety and security for minors online, in particular with regard to media literacy and digital learning measures that could be taken by online platforms to ensure an age-appropriate experience for minors online;

18. Calls for the development and promotion of codes of conduct and clear guidelines for influencers and content creators on the integration of media literacy and digital learning principles into their content, in the light of their significant role in shaping information consumption patterns, particularly among young people; encourages online platforms to give greater visibility, including through recommendation systems, to content that actively promotes media literacy, critical thinking and online safety;

10. Asks the Commission to prioritise media literacy actions within the Media Resilience Programme and other relevant EU regulatory and funding policies targeting culture and education, and to make sure that such actions reach all age categories (young people, adults, seniors) in rural and urban areas;

19. Calls on the Member States to provide effective oversight and ensure that video-sharing platforms comply with their obligation to provide effective media literacy measures and tools and to raise users’ awareness of such measures and tools, as stipulated under Article 28(b)(3) AVMSD; calls on national regulatory authorities and bodies to use the cooperation mechanism established under Article 15 of the European Media Freedom Act to ensure that this obligation is enforced effectively across the EU;

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12.21. Urges the very large online platforms to put in place reasonable, proportionate and effective mitigation measures to address systemic risks stemming from the exploitation of insufficient media literacy and digital learning skills of users, particularly minors, as required by the DSA;Digital notesServices theAct need(DSA); forcalls theon very large online platforms to carry out media literacy and digital learning impact assessments to proactively identify how the design of their services may affect users’ capacity to consume,access, create and engage with content;

13. Recalls that Member States are obliged, under Article 33(a) of the AVMSD, to promote and take measures for the development of media literacy skills and to report to the Commission on the matter; encourages national media regulators to consult representatives of different demographic groups, in particular parents, caregivers and younger people when developing such measures, and to take a tailored approach, addressing the needs of specific societal groups, when applying such measures; calls on the Member States to ensure that such authorities have stable and dedicated funding to promote and take media literacy measures;

22. Stresses that such impact assessments should also take into account the effects on users’ well-being and cognitive and socio-emotional development and mental health, as well as the risks linked to engagement-driven or potentially addictive design features; calls for such assessments to be made transparent, independent and publicly available;

14. Invites the European Board for Media Services to use the structured dialogue, as set out under Article 19 of the European Media Freedom Act, to monitor the action taken by very large online platforms as regards media literacy as well as to increase the dialogue between media services providers and very large online platforms concerning effective actions that aim to foster media literacy and digital learning and promote the visibility of reputable media on very large online platforms;

23. Calls on the Commission to ensure that media literacy commitments are effectively implemented under the DSA Code of Conduct on disinformation;

15.24. Calls on the EuropeanCommission Mediato Servicescover Boardmedia literacy and thedigital Europeanlearning Boardin forits Digitalreview Servicesof tothe closelyDSA cooperateguidelines on matters relatedmeasures to media literacy and digital learning, andensure providea furtherhigh guidancelevel onof practicalprivacy, actionssafety thatand couldsecurity befor takenminors atonline, nationalin level,particular with a viewregard to empowering users with relevant media literacy and digital learning skills,measures particularlythat regardingcould criticalbe thinking,taken limitingby exposureonline toplatforms harmfulto contentensure oran avoidingage-appropriate risksexperience offor onlineminors manipulation;online;

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17. Asks the Commission to organise the European Media Literacy week as an annual flagship event to showcase examples of best practice and provide an inclusive forum for discussion and capacity building, and to encourage a wide range of stakeholders and institutions, including international organisations, to actively participate in promoting media literacy and digital learning;

26. Stresses that media literacy policies must fully respect freedom of expression and media pluralism and should empower users without restricting access to diverse sources of information;

Media literacy and digital learning: boosting the holistic and future-oriented education system

27. Stresses that media literacy depends not only on users’ ability to critically assess information, but also on the existence of strong, independent and high-quality journalism providing reliable, verified and pluralistic information; calls on the Commission to strengthen support for traditional media at European, national, regional, and local level, given their essential role in informing citizens, including by promoting fair remuneration for journalistic content and ensuring sustainable funding, notably through programmes such as the future AgoraEU programme;

18. Calls on the Member States to incorporate media literacy and digital learning into their education curricula, starting from primary level; encourages the Member States to regularly consult educators in order to ensure that the approach to teaching media and digital education corresponds to learners’ needs and addresses the challenges they face;

28. Asks the Commission to prioritise media literacy actions within the media resilience programme and to ensure that such actions reach all age categories (young people, adults and seniors) in rural, remote and urban areas;

19. Calls on the Commission, in close cooperation with the Member States, to urgently and comprehensively assess the impact of digital devices and services in educational settings on learning outcomes, cognitive development, well-being and attention spans; urges the Commission to propose, where needed, policy measures, which could envisage targeted restrictions or prohibitions, particularly in early childhood education, to ensure that the use of digital technologies in classrooms is strictly pedagogically justified, age-appropriate, proportionate and grounded in independent, scientific evidence;

29. Calls on the Member States to ensure that national media literacy measures include specific outreach strategies for socio-economically disadvantaged groups, persons with disabilities, people living in remote areas, and those with lower digital skill levels, in order to prevent media literacy and digital learning gaps from reinforcing broader inequalities;

20. Calls on national media regulators to organise regular workshops for young people, with a view to fostering critical thinking, verifying the sources of information, raising awareness about media pluralism online, encouraging them to get involved in media, and introducing them to activities that involve fact-checking organisations, journalistic self-regulatory bodies or community media and encouraging their take-up;

30. Stresses the need to ensure stable and long-term EU funding for media literacy and digital learning; calls on the Commission to prioritise media literacy initiatives under relevant EU programmes, including the future AgoraEU programme, with a focus on critical thinking, resilience to disinformation and media pluralism;

21. Invites the Member States to draw on the expertise of researchers, civil society organisations, parents and caregivers’ representatives and youth organisations, when designing, implementing and evaluating educational materials, activities or programmes related to media literacy and digital learning;

31. Calls on the Commission’s Media Literacy Expert Group, the European Media Services Board and the European Board for Digital Services to closely cooperate on matters related to media literacy and digital learning, and provide further guidance on practical actions that could be taken at national level;

22. Encourages the Member States to provide stable and continuous funding for training and professional development schemes for educators related to media and digital education including the use of digital technologies for teaching and learning;

32. Asks the Commission to build on the European Media Literacy Week as an annual flagship event to showcase examples of best practice and provide an inclusive forum for discussion and capacity building, and to encourage a wide range of stakeholders and institutions, including the European Parliament liaison offices (EPLOs) in the Member States and international organisations, to actively participate in promoting media literacy and digital learning, ensuring that such events represent a plurality of views;

23. Calls on the relevant national regulatory authorities or bodies to carry out educational and public awareness campaigns and workshops, specifically targeting local communities and specifically addressing parents and caregivers, in order to increase the awareness of parental control measures available online, the existing legal obligations of online platforms, and the available support mechanisms, including organisations providing mental health support;

Media literacy and digital learning: promoting a holistic and future-oriented education system

24.33. Calls on the Commission to make sure that Saferrecognise Internetmedia Centresliteracy and the BIK platform include a specificdigital sectioneducation onas mediabasic literacyskills andfor digitalall learning;citizens; calls on the Commission to boost resourcesMember andStates trainingto onincorporate media literacy and digital learning for non-formal andinto informaltheir education throughcurricula thein EUan platforms,age-appropriate notablymanner; thestresses Europeanthat Youthanalogue Portaltools orcan thebe Europeanused Schoolto Educationfoster Platform;media literacy;

25. Calls on the Commission to pay particular attention to media literacy in the 2030 roadmap on the future of digital education and skills and to make sure that in-depth consultations on the roadmap take place with the relevant stakeholders, in particular representatives of educators, parents and caregivers, youth organisations, national media regulators, relevant international organisations and mental health specialists; emphasises that the roadmap should stress the need for a lifelong learning approach and take into consideration the specific needs of minors, young people, and vulnerable and marginalised groups;

34. Calls on the Commission to pay particular attention to media literacy in the 2030 roadmap on the future of digital education and skills, and to strengthening digital competences, preventing cyberbullying and promoting digital well-being;

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35. Calls on the Commission, in cooperation with the Member States, to provide a European guide and other educational materials on media literacy tailored to all age groups and educational levels, and to organise regular workshops, focusing on critical thinking, verification of information sources, media pluralism, responsible media participation, and the role of fact-checking organisations, journalistic self-regulatory bodies and community media, as well as guidance for parents and caregivers on age-appropriate media use, online risks and AI tools;

36. Encourages the Member States to consult and cooperate with educators, researchers, academia, civil society organisations, parents, caregivers and youth organisations when developing and evaluating media literacy and digital learning initiatives, to ensure that they respond to the needs of learners and educators;

37. Calls on the Member States and the Commission to ensure that the deployment of digital learning tools in education is free from undue commercial influence; emphasises that cooperation with private sector actors should be transparent, education-driven and in the public interest;

38. Calls on the Member States to strengthen media literacy and digital learning programmes to enable users to distinguish between editorial, commercial and synthetic content and identify persuasive techniques; stresses the need to integrate AI literacy into these programmes to enable recognition of AI-generated content and related risks of manipulation and misinformation;

39. Calls on the Commission, in close cooperation with the Member States, to urgently and comprehensively assess the impact of digital devices and services, including AI tools, in educational settings on learning outcomes, cognitive development, well-being, mental health and attention spans, in order to support their responsible use in schools; urges the Commission to propose, where needed, policy measures, which could envisage targeted restrictions or prohibitions, particularly in early childhood education, to ensure that the use of digital technologies in education is strictly justified from a pedagogical point of view, age-appropriate, proportionate and based on independent scientific evidence, so that such tools support learning processes rather than replacing them;

40. Encourages the Member States to ensure continuous training for both educators – whether in formal, non-formal or informal education – and librarians in media and digital education, supported by adequate funding; calls on the Commission to strengthen media literacy training through Safer Internet Centres, the Better Internet for Kids platform and relevant EU platforms;

41. Calls on the Commission and the relevant national regulatory authorities or bodies to conduct educational and public awareness campaigns on media literacy and digital learning in order to increase awareness of how digital environments shape behaviour online, and on available parental control measures, the existing legal obligations of online platforms, and the available support mechanisms, including organisations providing accessible mental health support;

42. Calls on the Commission and the Member States to promote lifelong media literacy and digital learning for all citizens, targeting adults, elderly people and vulnerable populations;

43. Recognises the role of public libraries, community centres and civil society organisations as trusted, accessible and inclusive hubs for media literacy and digital learning that contribute to social inclusion, democratic participation and equal access to knowledge, culture and information; calls on the Member States to strengthen partnerships and investment in these key local infrastructures through adequate funding, staff training and access to up-to-date digital tools and resources;

44. Calls on the Commission and the Member States to support, in cooperation with public-interest actors and relevant stakeholders, the development of resilient and trustworthy digital ecosystems that strengthen Europe’s digital resilience, media pluralism and citizens’ access to accurate and reliable information;

45. Calls on the Member States and their regional and local authorities to promote media literacy and digital education in an innovative and creative manner across urban environments, both physical and digital, in order to foster democratic participation and civic engagement; emphasises that cities play a crucial role in ensuring the safety and security of public spaces, which are increasingly affected by the information environment;

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26.46. Instructs its President to forward this resolution to the Council and the Commission.

EXPLANATORY STATEMENT

This draft resolutionreport highlights the fundamental importance of media literacy and digital learning as core competences in modern society and as cornerstones of resilient democracies. In a rapidly evolving digital environment shaped by social media platforms, influencers, artificial intelligence, and changing patterns of content consumption, media literacy and digital learning is essential to empower citizens to critically assess information, distinguish fact from opinion, and resist disinformation, and anti-democratic propaganda.

Media literacy and digital learning are not limited to technical skills, but encompass critical thinking, self-awareness, creativity, and responsible participation in digital environments. They are particularly vital in the context of the “scrolling culture,” the growing dominance of short-form content, and the increasing reliance of young people on social media as their primary source of information.

Recognising significant disparities among Member States, the Rapporteur advocates for a more coordinated European approach. It calls for strengthened cooperation between European institutions, enhanced use and enforcement of existing regulatory frameworks (including the AVMSD, DSA, and European Media Freedom Act), and for actions from the side of the online actors to promote transparency, label AI-generated content, mitigate systemic risks, and actively support media literacy efforts.

Furthermore, the draft report emphasises the need for sustainable funding, structured monitoring, and systematic evaluation of national media literacy actions. It promotes the involvement of youth representatives, educators, civil society, researchers, as well as parents and caregivers in designing policies and educational programmes, ensuring that measures are tailored to the needs of specific demographic groups.

The draftreport frames media literacy and digital learning as a pillar of a strong and sustainable European media ecosystem. Given the strategic importance of media literacy and digital learning, the existing framework should be enhanced by a structured approach to education actions, recognising that higher levels of literacy contribute to greater trust in reputable media, support media pluralism, and enhance the economic sustainability of the sector. By fostering critical, informed, and empowered citizens, media literacy and digital learning can tangibly strengthen civic participation, social inclusion, and the integrity of democratic processes across the Union.

ANNEX: DECLARATION OF INPUT

1. Interest representatives falling within the scope of the Interinstitutional Agreement on a mandatory transparency register

UNESCO

EUniWell

European Council for Steiner Waldorf Education

5 Rights Foundation

Corporate Affairs MTV/TV4

ARCOM

EDMO

Flemish Youth Council

All Digital

International Federation of Library Associations and Institutions (IFLA)

Coimbra Group

2. Representatives of public authorities of third countries, including their diplomatic missions and embassies

Where natural persons are identified in the list by their name, by their function or by both, the rapporteur declares that he has submitted to the natural persons concerned the European Parliament’s Data Protection Notice No 484 (https://www.europarl.europa.eu/data-protect/index.do), which sets out the conditions applicable to the processing of their personal data and the rights linked to that processing.

INFORMATION ON ADOPTION BY THE COMMITTEE RESPONSIBLE

Date adopted

3.6.2026

Result of final vote

+:

–:

0:

18

2

5

FINAL VOTE BY ROLL CALL BY THE COMMITTEE RESPONSIBLE

Key to symbols: