Exploring Current Challenges and Opportunities in Media Literacy Skills for Youth: Stakeholders' Perspectives

Media literacy has become a pressing concern for young people, particularly during periods of crisis when misinformation spreads rapidly. This study, drawing on 29 semi-structured interviews with teachers, journalists, and informal educators in Italy, Portugal, and Spain, examines how media literacy can be fostered among youth under such conditions. Conducted within the YO-MEDIA project, the research centers on educators and media professionals who work directly with young people, offering a stakeholder-driven view of the skills and obstacles involved.

Interviewees regarded media literacy as essential for distinguishing reliable information from falsehoods, and they identified critical thinking, information filtering, and the recognition of online threats as core competencies. Their accounts, however, pointed to significant shortfalls. Respondents reported inadequate training for educators, difficulty engaging young audiences, and the persistent challenge of keeping pace with rapidly evolving digital environments. Current education models and teacher preparation were judged insufficient to meet these demands.

To address these gaps, participants advocated collaborative, technology-engaged strategies, including digital and game-based learning designed around research, decision-making, and real-world scenarios. They also recommended flexible formats such as MOOCs, accessible game-based approaches for young people with disabilities, and ongoing professional development for educators and media professionals. Barriers identified include an ageing teaching workforce, limited classroom time, and difficulty sustaining student attention. The study's grounding in scholarly research on fake news susceptibility, digital skills, and educational gamification reinforces these recommendations.