On a new strategy for media literacy and digital learning

MOTION FOR A EUROPEAN PARLIAMENT RESOLUTION

on a new strategy for media literacy and digital learning

(2025/2181(INI))

The European Parliament,

– 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,

– 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,

– 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 action plan on basic skills (COM(2025)0088),

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

– 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 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 Rule 55 of its Rules of Procedure,

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

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

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;

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;

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;

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;

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

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;

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;

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;

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;

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

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;

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, particularly minors, with 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;

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;

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;

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;

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

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

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

8. Calls on the Commission to thoroughly evaluate the effectiveness and added value of the relevant provisions of the Audiovisual Media Services Directive (AVMSD) and propose targeted amendments to further increase protection levels for users on video-sharing platforms, particularly minors and vulnerable users, expand the media content rules to new media actors, notably influencers, and advance the level of transparency regarding the effective labelling of AI-generated content or content that includes commercial messages or product placement;

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;

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;

11. Calls on the Member States to provide effective oversight and ensure that the 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) of the AVMSD; calls on national regulatory authorities or bodies to use the cooperation mechanism established under Article 15 of the European Media Freedom Act to ensure this obligation is enforced effectively across the EU;

12. 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; notes the need for the 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, 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;

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;

15. Calls on 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, with a view to empowering users with relevant media literacy and digital learning skills, particularly regarding critical thinking, limiting exposure to harmful content or avoiding risks of online manipulation;

16. Calls on the Commission to ensure that the monitoring exercise established under Article 26 of the European Media Freedom Act also monitors the media literacy actions taken at national level, and assesses the effectiveness of these actions, given their importance to the functioning of the internal market for media services;

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;

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

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;

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;

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;

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;

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;

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;

24. Calls on the Commission to make sure that Safer Internet Centres and the BIK platform include a specific section on media literacy and digital learning; calls on the Commission to boost resources and training on media literacy and digital learning for non-formal and informal education through the EU platforms, notably the European Youth Portal or the European School Education Platform;

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;

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

EXPLANATORY STATEMENT

This draft resolution 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.

Special attention is given to minors, adolescents, and other vulnerable groups, who face heightened risks online, including exposure to harmful content, cyberbullying, foreign interference, financial scams, and AI-generated manipulation. The resolution stresses that premature exposure to digital technologies without adequate foundational literacy skills can contribute to social, emotional, and cognitive harms. It therefore calls for age-appropriate, evidence-based, and holistic approaches to digital education throughout the entire education pathway, starting from primary school and continuing through life-long learning.

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 draft 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

Pursuant to Article 8 of Annex I to the Rules of Procedure, the rapporteur declares that he included in his report input on matters pertaining to the subject of the file that he received, in the preparation of the draft report, from the following interest representatives falling within the scope of the Interinstitutional Agreement on a mandatory transparency register1, or from the following representatives of public authorities of third countries, including their diplomatic missions and embassies:

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

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

The list above is drawn up under the exclusive responsibility of the rapporteur.

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.