Europe’s teenagers get their news from platforms built to hold attention, not to inform. MEPs now want media literacy and digital learning taught as basic skills across the EU.
Concerns are growing over disinformation, addictive platform design, AI content and social media’s influence on young Europeans. MEPs want media literacy and digital learning to be treated as basic skills across the EU. Parliament adopted the position with 447 votes in favour, 128 against and 78 abstentions.
Before the plenary vote, the Parliament’s Committee on Culture and Education backed the initiative. The committee argued that media literacy and digital learning should be taught at all levels of education and throughout life to support more informed democratic participation.
It also called for a common EU approach backed by adequate European funding, stronger protection for minors on video-sharing platforms, clear labelling of AI content, and rules for influencers and content creators. “Europe must equip people to understand the digital environment and navigate it safely, and set out clear rules for platforms, influencers and AI-generated content in public life and education”, said Marcos Ros Sempere (S&D/ESP), the rapporteur.
Social media platforms have become a central source of information for younger Europeans. In the EU, 97 per cent of young people go online every day, and platforms are increasingly the main news source for those aged 15 to 24.
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From digital skills to democratic skills
Media literacy includes the skills, knowledge and understanding required to use media effectively and safely. It means more than knowing how to use a device or navigate online. It also requires the ability to assess information critically. Parliament wants media literacy programmes to help citizens recognise addictive design and emotionally manipulative content, distinguish between editorial, commercial and synthetic material, identify persuasive techniques, and recognise AI-generated content.
Although education remains primarily a national competence, the digital information environment crosses borders. As a result, Parliament wants greater coordination between EU institutions and national governments. It also wants to involve teachers, trainers, parents, journalists and civil society in that effort.
Media literacy and digital learning must become basic skills for everyone, at all ages
— Marcos Ros Sempere, MEP and rapporteur (S&D/ESP)
The European Parliamentary Research Service stresses that media literacy is a lifelong process, as digital and media environments are constantly evolving. Older generations, disadvantaged groups, and people with less experience online may require different forms of support. “Media literacy and digital learning must become basic skills for everyone, at all ages,” Mr Ros said. Demand for such training already appears to exist. 58 per cent of Europeans surveyed were interested in accessing online media-literacy training, while only 10 per cent received it.
A fragmented European landscape
EPRS has highlighted significant differences between member states. Some have developed national media-literacy policies with clearly defined responsibilities, while others rely on more fragmented approaches. For example, Finland has a national media-literacy policy to develop such skills from childhood to old age. Its approach includes support for educators, professional training and activities through public libraries.
In other member states, initiatives are more dispersed among regulators, civil society organisations and individual projects. The result is a European landscape in which citizens’ access to media literacy varies considerably depending on where they live.
Platforms, influencers and the AI challenge
MEPs are also calling for stronger protection of minors on video-sharing platforms and clearer responsibilities for influencers and content creators, particularly because of their growing role in shaping the information consumed by young people. This week, a group of civil society organisations called for more transparency over the monetisation of influencers under the upcoming Digital Fairness Act.
Parliament wants effective labelling of AI-generated, AI-manipulated, and commercially sponsored content. It is also calling for AI literacy to be incorporated into digital learning programmes and the training of educators. The debate also comes as the EU prepares for the next stage of its Artificial Intelligence Act. The transparency obligations are due to apply from 2 August 2026.
