MIL is increasingly being integrated into formal education by way of its inclusion in school curricula, with countries around the world developing or integrating MIL in primary, secondary or higher education. MIL is incorporated into school education through curricula designed to enhance students’ critical thinking, communication and digital skills. Such a curriculum focuses on encouraging students to analyse, evaluate and produce information in various formats. This framework is embedded in subjects such as social studies, language and information and communication technology (ICT), while also fostering online safety, ethical media consumption and information verification skills. It is also important to recognize that written literacy – the ability to read and write – cannot be universally assumed, even among groups typically expected to possess it. This reality underscores the need for media literacy interventions that go beyond written comprehension, embracing multimodal approaches that reflect the varied literacy levels and learning needs of diverse populations. Beyond formal education, MIL curricula can be developed for:25 –Informal education that occurs at an individual level (e.g. self-study, massive open online courses [MOOCs], open educational resources [OER], accessing quality resources) –Communities (e.g. study and reading groups, interactive public library sessions, community engagement workshops) –Professional settings (e.g. workplace training and continued professional development [CPD]; tailored training for policy-makers, journalists, software developers, health workers, government officials, civil society organizations, electoral campaign managers) The following implementation strategies can be used in the integration of MIL in formal and non- formal education: Classroom learning Integrating MIL into school curricula at different educational levels ensures that students develop critical thinking skills and the ability to navigate digital and information ecosystems effectively. MIL can be introduced as a standalone subject or embedded within existing disciplines such as social studies, languages, civics and science. To enhance engagement and effectiveness, MIL instruction should go beyond theoretical discussions, incorporating interactive and experiential learning methods. This can include: –Discussion-based exercises: Encouraging students to analyse real-world examples of misinformation, disinformation and media bias through debates, case studies and structured class discussions through open-ended questioning. –Practical assignments: Tasking students with fact-checking exercises, media analysis reports and digital investigations. For example, students can compare how different news outlets cover the same event or track the spread of viral misinformation online. –Simulations and role-playing: Designing activities where students take on roles as journalists, policy-makers or social media influencers to explore how information is created, disseminated and received. Red-teaming exercises can reinforce critical analysis skills. –Technology integration: Using digital tools, online fact-checking resources and AI-driven media analysis platforms to help students verify sources, detect bias and assess credibility. Interactive apps and gamified learning experiences can make MIL more engaging. –Assessment and reflection: Measuring learning outcomes through written reflections, multimedia presentations and assessments that require students to apply MIL concepts to real-life scenarios. Peer reviews and teacher feedback can help reinforce learning. Standalone courses MIL can be introduced as a mandatory course for students and teachers, either for academic credit or as a certification programme. Offered in offline, online or hybrid formats, these courses should be self- paced yet structured, using a blended pedagogical approach that combines reading materials with interactive multimedia resources such as videos, case studies and scenario-based exercises. Gamification elements and milestone certifications can further enhance engagement and retention. MIL can also be fostered through the development of in-depth courses that are designed to equip different target audiences with specialized skills and knowledge. These courses should be tailored to address specific themes and challenges, ensuring relevance to various professional and societal contexts. For example, dedicated modules can focus on MIL as a tool for combating climate disinformation, equipping journalists, educators 1.3 How to build societal resilience to digital harms through MIL Rethinking Media Literacy: A New Ecosystem Model for Information Integrity 10

Rethinking Media Literacy 2025