Abstract:

Digital media literacy has become a foundational competence for students as they engage with today’s complex online world, characterised by algorithm-driven content selection, rapid information dissemination, and increasing exposure to misinformation. This paper presents the results of a cross-national educational intervention designed to strengthen students’ critical evaluation, verification, and reflective engagement with media. The study involved university students from Slovakia, Slovenia, Portugal, and Norway, offering a diverse comparative perspective across different educational systems, media ecosystems, and sociocultural contexts. The intervention combined participatory, student-centred activities designed to build practical, critical media skills. These included collaborative exercises for distinguishing between fact and fiction, identifying manipulative and emotionally loaded language, recognising common patterns in conspiracy narratives, and practising structured verification strategies. Students also engaged in guided discussions on social media safety, responsible sharing behaviours, and privacy awareness. A key component of the intervention focused on “filter bubble” bursting, where learners explored how algorithms shape information exposure and practised techniques for diversifying their media sources to reduce echo-chamber effects. Instructional strategies emphasised experiential learning through real-world case analysis, collaborative problem solving, and reflective discussion. The study employed a mixed-methods research design combining quantitative and qualitative approaches. Effectiveness was assessed through a pre-test/post-test design measuring changes in students’ digital media literacy competencies, complemented by performance-based tasks that required learners to apply verification, analysis, and evaluation skills to authentic digital content scenarios. Qualitative insights were additionally gathered through classroom observations and student reflections to contextualise measured learning outcomes and capture changes in attitudes and confidence, and media engagement practices. Findings demonstrate statistically significant improvements across all participating groups in analytical evaluation skills and awareness of digital information dynamics. Students showed enhanced ability to distinguish factual reporting from misleading or manipulative content, particularly in recognising emotional framing techniques and verifying visual media authenticity. Qualitative results further indicate increased student confidence in questioning online content, greater willingness to discuss information reliability with peers, and stronger recognition of personal responsibility in digital participation. In conclusion, the research provides evidence that structured, multi-dimensional digital media literacy interventions can significantly enhance students’ critical engagement with digital information environments across diverse European educational contexts.

Keywords:

Digital media literacy, misinformation, verification skills, algorithmic content, participatory approach.