WISE KIDS—written evidence (MLI0044)

House of Lords Communications and Digital Select Committee inquiry: Media literacy

Submission created by Dr Harsangeet Bhullar, Founder and executive of WISE KIDS Ltd.

Summary

WISE KIDS advocates for a holistic, inclusive, and values-led approach to media literacy, viewing it as a foundation for ethical and meaningful digital participation. While Ofcom’s definition provides a helpful starting point, media literacy must also empower individuals to critically engage with digital content, navigate risks, and use digital tools positively, especially as technologies like AI become more prominent.
 

Key risks of not advancing media literacy include exposure to harmful content, deepening digital divides, and missed opportunities for social and economic participation. Tailored, context-sensitive approaches are needed, especially for marginalised communities. Media literacy should be seen as a lifelong entitlement and embedded across formal and informal learning settings.

Indicators of improvement include increased confidence in identifying misinformation and AI-generated content, stronger ethical digital behaviours, and greater inclusion of underserved groups. Effective delivery also requires cross-sector collaboration, sustainable funding, and participatory evaluation involving young people.

Current UK efforts are fragmented, despite a national Online Media Literacy Strategy. Roles between stakeholders remain unclear. Improvements must include clearer leadership, localised implementation within a UK-wide framework, and investment in long-term, joined-up initiatives.

Examples of scalable good practice include WISE KIDS’ work with SEN/ALN learners, LGBTQ+ youth, foster carers, and community programmes like Digital Communities Wales. These demonstrate the importance of relevance, inclusion, and co-creation.

Looking ahead, media literacy must evolve to address AI, disinformation, and immersive technologies. It should centre wellbeing, inclusivity, and empower young people as co-creators. The UK can learn from international leaders like Finland, Estonia, and Sweden, adopting best practices through tailored national responses.
 

Regulatory and legislative frameworks (e.g., the Online Safety Act) need strengthening to embed media literacy as a public good. Ofcom’s strategy is valuable but limited by lack of visibility and scale. Government must lead with strategic coordination, long-term funding, and high-profile public campaigns.

In education, media literacy must be embedded across curricula supported by teacher training and values-led, participatory learning. Interventions must reflect the devolved education systems across UK nations. Media literacy must also extend beyond school to informal settings and adult education, with culturally sensitive, accessible programmes that address digital confidence, inclusion, and lifelong learning.

Question 1: What are the overall aims of delivering media literacy in the UK?

a)   How would you define media literacy? What would ‘good’ media literacy look like?

At WISE KIDS, we see media literacy not just as a set of functional or technical skills, but as a critical foundation for empowered, ethical, beneficial and meaningful participation in a digital society. Ofcom’s definition - “the ability to use, understand and create media and communications across multiple formats and services” - is a helpful starting point. But in our experience, “good” media literacy must go further. It must enable all individuals who have the mental capacity - to understand the digital world with all its benefits and risks, to critically evaluate content, navigate online challenges, use the Internet positively for personal and professional development, participate respectfully in digital communities, and create and share content ethically and effectively.

Good media literacy is inclusive, values-driven, and holistic. By “holistic,” we mean it must go beyond functional skills to encompass cognitive, emotional, ethical, and participatory dimensions. It should empower people not only to evaluate information and identify risks, but also to understand how digital platforms shape their experiences, build empathy and resilience. Good media literacy must also encourage individuals to question and reflect, to think about power and bias in media, and to become thoughtful, responsible digital citizens. This is especially important in the context of emerging AI technologies, where the ability to critically engage with AI-generated content, use AI tools, understand algorithmic influence, and make informed choices online is becoming increasingly essential.

For children and young people in particular, media literacy initiatives must also nurture empathy, resilience, and a sense of agency - enabling them not just to avoid harm, but to contribute positively to the online world.

Through our work with young people, educators, and professionals across the UK and beyond, we’ve seen that the most effective media literacy education is contextual, participatory, and grounded in real-life digital experiences. For example, in recent years, apart from our mainstream work, we have undertaken projects with young people who are LGBTQ, as well as young people and adults with additional learning needs. This work has shown us the importance of tailoring interventions to address specific needs or barriers.

Where there is mental capacity, it is not enough to teach adults or children simply to “stay safe” online, but to help them understand how digital technologies shape their experiences, identities, relationships and civic lives. Good media literacy must also promote positive and ethical Internet use – helping people get the best from online platforms and services, rather than focusing solely on risks.

b) What are the risks and consequences of not achieving these aims?

If we fail to support and deliver good media literacy across the UK population, we risk deepening many of the harms already emerging in our digital society — from rising levels of online abuse and polarisation, to the spread of misinformation, and the marginalisation of vulnerable voices. We also miss opportunities for people to harness the benefits of new technologies if they lack the necessary media literacy skills.

From our work at WISE KIDS, we know that without the skills, confidence, and grounding in digital citizenship to navigate today’s online spaces, people are more vulnerable to manipulation, disinformation, and harmful content — including misogyny, racism, extremism, and conspiracy theories. These risks do not only affect individual wellbeing; they also impact families, schools, communities, and the strength of our democratic culture.

Recent research highlights the scale of the challenge. Only 45% of UK adults feel confident identifying misinformation, and just 30% feel confident recognising AI-generated content (Ofcom, 2023). In our own work, we know that there are young people and parents/carers as well as professionals who need more media literacy education for example to recognise fake news, deep fakes, as well as be able to evaluate content, know the difference between fact and opinion, understand how images and videos can be manipulated and how harmful or distorted narratives can be amplified by algorithms or reinforced within peer cultures. Without strong and consistent media literacy support, these influences can shape attitudes, behaviours, and self-worth in damaging ways.

In schools, many teachers remain under-supported. We know that whilst 90% of teachers in England have reported they want media literacy embedded in the national curriculum (Internet Matters, 2024), we also know that England, Wales, and Scotland each have their own national curricular. Therefore a standard one-size-fits-all approach is not appropriate. Instead, we need tailored, context-sensitive policy and practice that reflects each nation’s curriculum framework, while working toward shared values and high-quality, consistent outcomes.

The consequences of weak media literacy are not limited to online safety. These skills are essential to enabling young people and families to access educational, social and economic opportunities. Without the ability to navigate digital spaces confidently and critically, individuals can face barriers to learning, employment, civic participation and accessing support. For those already experiencing disadvantage, a lack of media literacy can deepen existing inequalities and limit upward mobility.

We are also concerned about the growing digital divide. Without inclusive and targeted approaches — including support for people with additional learning needs or from marginalised communities — we risk leaving many behind. As this divide grows, so too do the wider social and economic costs, limiting the UK’s potential to build a digitally confident, equitable and resilient society.

Ultimately, if we do not take action, the cost will not just be increased exposure to online harms, but also missed opportunities: for creativity, connection, civic engagement, cross-cultural understanding, and lifelong learning. Media literacy is not just about safety; it’s about empowerment, inclusion, and building a fairer, more thoughtful and participatory digital society for all.

c) What indicators or evidence would demonstrate improvement?

At WISE KIDS, we believe that measuring improvement in media literacy should go beyond basic usage or access metrics. It must include indicators that reflect people's confidence, critical thinking, ethical awareness, and ability to participate meaningfully in digital life.

Some useful indicators might include:

• Increased confidence among children, young people, and adults in identifying misinformation, disinformation, and AI-generated content — building on existing baselines from Ofcom’s Media Use and Attitudes research.

• Greater engagement with AI and digital tools in positive, creative and informed ways, including participation in high-quality digital literacy or online safety programmes and accredited online courses.

• Improved digital resilience and wellbeing, including people’s ability to respond to harmful or distressing content and to seek help when needed.

• Demonstrated ethical and responsible digital behaviours, such as respectful communication, informed sharing practices, and positive engagement in online communities.

• Stronger digital inclusion — with more young people and families from disadvantaged or marginalised backgrounds accessing and benefiting from media literacy support.

• Better integration of media literacy education into both formal and non-formal learning — including its presence in national curriculum frameworks (where appropriate), teacher training, and youth and community programmes.

• Feedback from educators, families, and young people about the relevance, accessibility, and real-life impact of media literacy programmes.

• Cross-sector collaboration and coherence, with more joined-up efforts between schools, local authorities, civil society organisations, industry, and government — supported by sustainable funding and shared goals.

We would also like to see participatory evaluation approaches used more widely — especially those that include the voices of young people. It’s important to understand not only what is being delivered, but how it is being experienced by different groups, and what outcomes matter most to them.

Importantly, any framework for evaluating media literacy improvement should be inclusive of all nations of the UK. While education policy differs across England, Wales, Scotland and Northern Ireland, media literacy is a cross-cutting issue that must be addressed through UK-wide coordination and learning, with room for tailored, locally responsive implementation.

Ultimately, we need to assess whether people feel better able to engage in, use, understand, and create in digital spaces — not just safely, but ethically and in ways that bring them social and educational benefit.

Question 2: How well are existing UK media literacy initiatives working, and how could they be enhanced?

2a. How are responsibilities currently split between different stakeholders, such as the Government, industry, and civil society, and could improvements be made to these arrangements?

Across the UK, we’ve seen a growing recognition of the importance of media literacy. The UK has a national Online Media Literacy Strategy published in 2021. However, whilst government departments, regulators like Ofcom, online platforms, civil society organisations and educators all have a role to play, responsibilities between stakeholders are not always well defined. This leads to fragmented delivery, overlapping initiatives, and missed opportunities for collaboration.

At WISE KIDS, we’ve been working in this space for over two decades and have seen how powerful well-designed, values-led programmes that incorporate media literacy can be. For example, the Digital Communities Wales programme — and its precursors, Communities 2.0 and Communities@One — were Welsh Government-backed initiatives designed to help people in Wales get online and to support basic digital and media literacy. These programmes demonstrate what’s possible with sustained investment and a commitment to inclusion. However, we are also acutely aware that a lack of coordinated leadership and joined-up working continues to hold back the sector across the UK.

Improvements could be made through:

• Clearly defining the roles and responsibilities of each stakeholder — including national governments, devolved administrations, regulators, platforms, education systems, and civil society.

• Creating mechanisms for cross-sector collaboration, co-design and learning — to reduce duplication and ensure that interventions are relevant, evidence-informed, and inclusive.

• Supporting local implementation within a UK-wide framework, recognising the different education systems and policy contexts across England, Wales, Scotland, and Northern Ireland.

• Ensuring sustained and high-quality provision for both young people and adults, including those who are not in formal education settings or who may face digital exclusion.

While there are many committed individuals and organisations across sectors, we need a more coherent and collaborative approach — one that is strategic, inclusive, and supported by long-term investment.

2b. Which other actors (including online platforms) have a role to play in improving media literacy in the UK?

In addition to government, regulators, and formal education systems, a wide range of other actors play a crucial role in improving media literacy across the UK. At WISE KIDS, we believe that creating a digitally confident and inclusive society depends on contributions from multiple sectors, working collaboratively and with shared purpose.

Key actors include:

• Online platforms and tech companies, who must take greater responsibility not only for minimising harm, but also for supporting positive, informed, and ethical engagement on their services. This includes designing for digital wellbeing and investing in transparency and user education.

• Civil society organisations and youth services, who often work most closely with young people, families, and communities. These organisations bring trusted relationships, cultural insight, and local responsiveness — but many lack the sustained funding needed to scale their impact.

• Libraries, community centres, and cultural institutions, which are ideally placed to provide accessible, informal learning opportunities for people of all ages, especially those not currently reached by formal systems.

• Parents, carers, and extended families, who are a key influence in shaping how children and young people engage with digital technologies. Supporting families — especially those who feel less confident themselves — is vital to building a supportive home environment for media literacy.

• Employers, training providers, and lifelong learning programmes, which have a role in ensuring adults — including older adults and those in low-paid or precarious work — have the digital literacy and critical thinking skills needed to engage fully in civic and economic life.

• And importantly, young people themselves, who should not only be seen as recipients of media literacy education but as co-creators, peer leaders, and active contributors. Their voices and insights are essential in designing relevant, impactful, and future-facing approaches.

To strengthen these contributions, it is critical that all actors are supported with appropriate investment, opportunities for training and partnership, and a shared framework that enables coherent and collaborative practice.

2c. Are there examples of good practice on a local or regional level that could be scaled more widely across the UK?

Yes — although visibility and formal evaluation of local programmes can be limited, there are a number of examples of good practice across the UK that demonstrate what effective, values-led media literacy work can look like in practice.

At WISE KIDS, we have seen the impact of media literacy education that is inclusive, responsive, and grounded in the real experiences of young people, families, and professionals. Our work spans both mainstream and non-mainstream settings. In addition to working with schools, youth groups and educators, we have also developed and delivered programmes for:

• Young people with Special Educational Needs (SEN) or Additional Learning Needs (ALN), and their teachers and support staff — tailoring media literacy content to ensure accessibility and relevance.

• LGBTQ+ young people, recognising the specific digital risks and opportunities they encounter, and creating spaces for positive identity exploration and peer support.

• Fostering services — including training and support for staff, foster carers, and young people in care — to help them navigate online challenges and build digital confidence and resilience.

• Parents, carers, and Early Help practitioners, through projects like our recent “Preventing Online Radicalisation – Supporting Parents/Carers & Early Help Practitioners” online course. This initiative was funded by Cardiff Council’s Prevent Team through the Home Office Prevent grant. It was developed to address media literacy in the context of online radicalisation and has received excellent feedback in its initial pilot. As a freely available online course, it is scalable and accessible to a wide range of professionals and caregivers across the UK.

We have also seen the benefits of Welsh Government-backed programmes such as Digital Communities Wales, and earlier initiatives like Communities 2.0 and Communities@One, which provided localised support to help people get online, improve digital confidence, and access basic media literacy.

What these initiatives have in common is that they are rooted in relationships, inclusion, and relevance. They show that scaling good practice does not mean replicating a single model everywhere. Instead, it means building the infrastructure, funding, and policy environment that allows effective, community-based media literacy work to thrive — and supporting a national framework that enables shared learning across regions and sectors.

There is a strong foundation to build on across all nations of the UK — what’s needed now is the long-term commitment to invest in, connect, and grow this work so that it reaches those who need it most.

Question 3: How will media literacy need to evolve over the next five years to keep up with changes in the media landscape and technological advancements?

Over the next five years, media literacy will need to evolve significantly in order to keep pace with fast-moving changes in the digital world — including the growing influence of artificial intelligence, algorithmically curated content, immersive technologies, and increasingly complex forms of online manipulation.

At WISE KIDS, we believe this evolution must not only respond to risks, but also empower individuals to participate meaningfully, ethically, and confidently in digital life. In particular, we believe media literacy must evolve in the following ways:

• Addressing AI and algorithmic influence: As generative AI and synthetic media become more widespread, media literacy education must help individuals understand how content is created, curated, and personalised — and how this shapes their experiences, perceptions, and decision-making online.

• Building resilience to emerging forms of manipulation and harm: From deepfakes to targeted disinformation and polarising content ecosystems, individuals of all ages will need the tools to question what they see, understand how they are being influenced, and respond constructively.
• Supporting wellbeing and balance: With increasing time spent online — particularly on social media and immersive platforms — media literacy must help young people and adults develop digital habits that support mental health, focus, and healthy relationships.

• Expanding to informal and lifelong learning settings: Media literacy cannot be confined to schools. We need greater investment in community-based, family-oriented, and adult learning initiatives, especially for those who are digitally excluded or not reached by mainstream education.

• Recognising young people as leaders and co-creators: Young people must be seen not only as recipients of media literacy education but as active participants in shaping it. Their insights, experiences and creativity are vital to keeping media literacy relevant and responsive.

• Promoting inclusive, ethical digital participation: Future media literacy must continue to centre on values — empathy, equity, respect, and agency — and encourage people to use digital tools not only for personal development, but to contribute positively to their communities and wider society.

To achieve this, we will need sustained collaboration between sectors, investment in workforce development, and a shared national and UK-wide commitment to empowering all individuals to thrive in an increasingly complex media environment.

Question 4: How does the UK’s approach to media literacy compare with that of other countries? What international best practice could be adopted or adapted here?

The UK has a wealth of experience and expertise in media literacy, as well as a national Online Media Literacy Strategy published in 2021. There are also excellent examples of practice led by civil society organisations, educators, and regulators such as Ofcom. However, despite this, media literacy provision remains fragmented, and responsibilities between stakeholders are not always well defined. As a result, opportunities for long-term collaboration and coordination are often missed — particularly across the four nations of the UK.

In contrast, countries like Finland, Estonia, and Sweden offer more coherent, strategic approaches, underpinned by long-term investment, cross-sector collaboration, and strong integration with national education systems.

• In Finland, media education is embedded across all stages of the national curriculum and is supported by dedicated public institutions like the National Audiovisual Institute (KAVI). It is treated as a core component of “multiliteracy” and tied to civic and ethical development from early years through to adulthood.

• Estonia has made digital and media literacy central to its national digital strategy, with initiatives like the "Tiger Leap" and "AI Leap" programmes supporting schools and educators. Its approach is cross-sectoral and focused on resilience, participation, and future-readiness.

• Sweden promotes a rights-based and participatory approach to media literacy, backed by public broadcasting, strong library networks, and education policy that emphasises democracy, digital responsibility, and inclusion.

From WISE KIDS’ perspective, there is much the UK can learn and adapt from these models — not by copying them wholesale, but by taking key principles and applying them in locally responsive ways. Specifically, we believe the UK could strengthen its approach by:

• Clarifying stakeholder roles and responsibilities and strengthening leadership across government, education, and industry.

• Investing in joined-up, long-term funding models, rather than short-term initiatives.

• Embedding media literacy throughout education systems, with attention to local curricula and regional priorities across England, Wales, Scotland, and Northern Ireland.

• Supporting informal and lifelong learning, especially for those not reached through formal education.

• Elevating the voices of children and young people, and involving them in the design and delivery of media literacy education.

• Developing and sustaining government-backed national media literacy campaigns, to raise public awareness and engagement at scale, and ensure consistent, inclusive messaging across the population.

While the UK already has many examples of high-quality, values-led practice — including WISE KIDS’ own work and initiatives like Digital Communities Wales, these efforts need a stronger, more coordinated policy environment to scale and sustain them.

International best practice shows that with the right infrastructure, political will, and inclusive values, media literacy can become a unifying force that strengthens democratic life, digital inclusion, and social resilience.

Question 5: How adequately is the UK's regulatory and legislative framework delivering media literacy?

a. What is your assessment of Ofcom’s media literacy strategy?

At WISE KIDS, we welcome and value the fact that Ofcom has developed a dedicated Media Literacy Strategy and continues to invest in research, stakeholder engagement, and cross-sector convening. The strategy’s emphasis on inclusion, participation, and evidence-based practice is positive — as is its support for projects that seek to address the needs of underserved or at-risk groups.

However, while Ofcom plays an important role as a regulator and coordinator, we believe its current media literacy strategy — and its ability to influence wider system change — has several limitations.

In our view:

• The strategy lacks visibility and public awareness. Despite its importance, few members of the public, and even many professionals outside the media literacy sector, are aware of Ofcom’s role or the existence of the strategy. More needs to be done to communicate its purpose and engage people beyond policy circles.

• Its reach and resourcing are limited. Ofcom’s work has contributed to some excellent initiatives and research, but the scale of need far exceeds what the strategy currently supports. Short-term projects and pilot funding do not allow for long-term capacity building or system-level transformation.

• The strategy does not sufficiently connect with education, youth work, or community infrastructure. While there are efforts to bridge sectors, media literacy remains poorly integrated with other areas of public policy — including curriculum development, adult learning, and digital inclusion.

• There is a need for stronger leadership and accountability. Ofcom cannot deliver media literacy alone — nor should it. But at present, there is no clear, joined-up leadership from government that supports and amplifies Ofcom’s strategy within a wider national framework.

We value Ofcom’s contribution, particularly in convening practitioners and producing accessible research. But a stronger, more collaborative and better resourced national approach is needed — one that combines Ofcom’s regulatory perspective with leadership from government, meaningful investment, and coordination across all four nations of the UK.

5b. What further action is needed from the Government, if any?

Yes further action from Government is essential if we are to ensure that media literacy becomes a meaningful and inclusive part of life in the UK.

At WISE KIDS, we believe media literacy must be recognised not only as a matter of individual protection, but as a public good — essential to civic life, social inclusion, wellbeing, and digital confidence. Government leadership is needed to embed this understanding across education, digital policy, and community development.

We believe the following actions are priorities:

• Establishing clear, long-term leadership at national level to coordinate media literacy policy across departments — including education, culture, digital, health, and justice — and to work closely with devolved governments.

• Delivering a refreshed UK-wide media literacy strategy, with clear goals, delivery plans, and accountability mechanisms, co-developed with stakeholders across all four nations of the UK.

• Investing in long-term funding for media literacy education and community engagement, supporting schools, local authorities, youth services, civil society organisations, and informal learning providers — including those already reaching underserved communities.

• Embedding media literacy more clearly across the UK nations through their national curricula and lifelong learning frameworks — including teacher training and adult education — while joining up efforts and learning from best practice.

• Supporting high-profile public awareness campaigns, designed to engage people of all ages with accessible and inclusive messaging — making media literacy a normal and valued part of everyday life.

• Recognising the role of civil society and young people as essential partners, not just as delivery channels, but as co-creators of policy and practice.

While some important steps have been taken — including the publication of the Online Media Literacy Strategy and support for Ofcom’s work — these have not yet been matched by the scale, coordination or investment needed to meet the challenges of our evolving digital landscape.

With the right commitment, the UK can build on its strengths and lead the way in developing a media-literate, ethically engaged and digitally resilient society.

5c. Are changes needed to legislation, for example the Online Safety Act 2023 or the Media Act 2024?

Yes — while recent legislation such as the Online Safety Act 2023 and the Media Act 2024 represent important steps in recognising the challenges of our digital age, they do not yet go far enough in embedding media literacy as a long-term, values-driven public good.

At WISE KIDS, we welcome the focus on platform accountability and harm reduction, but these alone will not equip people — especially children, young people, and underserved adults — with the skills, confidence, and ethical grounding they need to participate fully and positively in digital life.

We believe the following legislative improvements should be considered:

• Explicit recognition of media literacy as a statutory entitlement across the life course — not just as a means of staying safe, but as a foundation for informed digital participation, creativity, and civic engagement.

• Strengthened duties on public bodies and platforms to support media literacy — not only through risk mitigation, but through positive, inclusive education and the provision of accessible resources and campaigns.

• Requirements for joined-up working across regulators, education bodies, and local authorities, with media literacy embedded in wider public strategies related to education, digital inclusion, mental health, and community wellbeing.

• Clearer expectations for industry — particularly platforms — to work in partnership with civil society and educators to support meaningful, age-appropriate, and culturally relevant media literacy initiatives.

• Stronger links between legislative frameworks and education policy, ensuring that any changes to online regulation are supported by parallel changes in curriculum, teacher training, and adult learning infrastructure.

If we want legislation to truly support a media-literate society, we need to go beyond compliance and safety — and legislate for empowerment, equity, and inclusion. Media literacy should be understood not just as a regulatory tool, but as an enabling right — one that supports people to thrive, connect, and contribute in a digital world.

Question 6: What is the role of formal education in relation to media literacy?

a. How effectively is media literacy being taught in schools at present? How can critical thinking best be taught?

At WISE KIDS, we believe schools have a vital role to play in developing media literacy — not just as a protective skill, but as a foundation for confident, ethical and meaningful participation in digital society. While many schools and educators are committed to this work, the current picture across the UK remains inconsistent and, in many cases, insufficient.

How media literacy is taught varies widely depending on local priorities, available resources, and teacher confidence. Depending on the national curricula, in some schools, media literacy is integrated into subjects such as English, PSHE; or for example in Wales the Digital Competence framework makes media literacy a cross-curricular competency, while in others, provision is minimal or fragmented. This postcode lottery creates unequal opportunities for children and young people to develop the skills and understanding they need.

Teachers often tell us they recognise the importance of media literacy, but feel underprepared to teach it — particularly in relation to fast-evolving areas such as AI, disinformation, and online harms. Many lack the time, training, or curriculum space to deliver this content meaningfully.

To teach critical thinking effectively, media literacy must be:

• Embedded across the curriculum, not confined to a single subject or lesson. The Welsh curriculum with its cross-curricular focus is a good model to look to. Media and digital content should be used as real-world learning material across subjects like English, History, Science, Computer Science, Citizenship, Health and Wellbeing and more.

• Contextual and participatory, giving students the opportunity to analyse the media they encounter in their daily lives, discuss complex or sensitive issues, and reflect on their own digital practices.

• Values-led, encouraging learners to explore ethical questions, consider bias and power in media systems, and think critically about representation, trust, and influence.

• Supported by teacher development, including access to high-quality training, resources, and confidence-building activities, so educators feel equipped to lead these conversations.

Critical thinking is not just a skill, but a habit of mind — and media literacy education must give young people the space, support, and challenge to ask questions, reflect deeply, and make informed choices in a complex digital world.

6b. What interventions are needed to support the delivery of media literacy education in schools, for example changes to the national curriculum and to teacher training?

To support meaningful and equitable delivery of media literacy in schools, we need a combination of curriculum reform, investment in teacher development, and access to high-quality, values-led resources.

At WISE KIDS, we’ve seen that while many educators are committed to teaching media literacy, they often lack the time, training, and confidence to do so in a way that reflects the fast-evolving realities of young people’s digital lives. Interventions should be designed to empower both educators and learners.

Key priorities include:

• Embedding media literacy into national curriculum frameworks across the UK, not just as a standalone topic but as a cross-curricular competency — as we see in Wales’ Digital Competence Framework. This should include a focus on critical thinking, digital wellbeing, ethics, and civic participation.
• Providing high-quality, ongoing professional development for teachers, IT staff, PSHE leads and senior leaders — helping them stay up to date with new challenges such as generative AI, algorithmic influence, and online harms, while also supporting positive digital engagement.

• Developing and funding accessible, evidence-informed teaching resources that are adaptable across different age groups, school types, and community contexts — and that reflect the real experiences of young people online.

• Creating space within the school day and wider curriculum for participatory, discussion-based, and project-based learning around media and digital cultures.

• Encouraging whole-school and multi-agency approaches, where media literacy is supported not only in the classroom, but through pastoral care, safeguarding, digital leadership roles, and collaboration with families and local partners.

Media literacy cannot be seen as an “add-on”. It must be treated as a critical foundation for education in the 21st century — and supporting schools to deliver it effectively requires clear policy commitments, cross-sector support, and investment in the people doing the work on the ground.

6c. How should approaches to media literacy education vary according to age group?

At WISE KIDS, we believe that media literacy education must be developmentally appropriate, values-led, and responsive to the lived experiences of different age groups. While the core aims — critical thinking, ethical participation, and digital confidence — remain consistent, the way these are explored should evolve with learners’ age, maturity, and life context.

In our experience, effective age-appropriate approaches include:

• Early years and primary: At this stage, the focus should be on building curiosity, empathy, and early critical thinking. Children can begin to understand concepts like truth, fairness, and kindness in digital interactions. Teaching should be playful and grounded in everyday experiences — e.g., how to talk safely to people online, ask for help, and think about what makes information trustworthy.

• Secondary and post-16: Media literacy becomes more complex and urgent. Young people are increasingly exposed to polarising content, peer pressures, and AI-generated media. At this stage, teaching should be participatory and discussion-based — giving learners the tools to navigate online identity, relationships, influence, and wellbeing. It should also support their understanding of media ecosystems, algorithms, bias, and digital rights — including as future citizens, workers, and content creators.

• Young adults and lifelong learners: Media literacy should remain accessible beyond school, especially for those in further/higher education, in work, or outside formal education. Adults also face risks from misinformation, scams, and polarisation — and need support to build digital confidence, especially if they are parents, carers, or community leaders.

• Tailored approaches for specific needs: It is essential to recognise the diverse needs of learners — including those who may be more vulnerable – for example learners with additional learning needs, care-experienced young people, LGBTQ+ young people, or those from marginalised communities. Media literacy education must be inclusive and sensitive to different experiences, identities, and barriers.

No single approach will work for everyone — and so media literacy must be embedded in a culture of listening, co-creation, and continuous learning. Children and young people should be involved in shaping what media literacy looks like for their age group, ensuring it is relevant, engaging, and empowering.

6d. What are the opportunities to engage children and young people in media literacy programmes outside formal education?

At WISE KIDS, we believe that media literacy must be a lifelong, life-wide learning journey — and that some of the most meaningful learning happens outside the classroom. Community-based, youth-led, and informal settings offer rich opportunities to engage children and young people in ways that are creative, participatory, and directly relevant to their lives.

Outside formal education, key opportunities include:

• Youth work and community programmes, where trusted adults can support young people to explore media, identity, and influence in safe and open environments. These settings often allow for more flexible, creative, and discussion-based approaches to media literacy.

• Peer education and youth leadership initiatives, which empower young people to co-design and deliver workshops or campaigns for their peers — building both media literacy and personal agency. At WISE KIDS, we’ve seen the value of giving young people real ownership and voice in this work.

• Libraries, arts, and cultural spaces, which can be powerful sites for media literacy through storytelling, creative media production, and civic dialogue. These spaces are often accessible to families and multi-generational groups, helping bridge gaps between formal and informal learning.

• Online platforms and digital spaces, which — when designed and used intentionally — can offer engaging, youth-centred resources, training, and campaigns. There is significant potential to use social media, gaming, and online communities to support informal media literacy learning.

• Partnerships with local authorities, youth services, and community organisations, which can extend the reach of programmes to include children and young people who may not be well-served by mainstream education — including those in care, those with additional learning needs, or those from marginalised communities.

To fully realise these opportunities, informal media literacy work must be resourced, valued, and connected to wider policy and education strategies. Programmes must also be co-created with young people, reflect diverse lived experiences, and centre on values such as empathy, inclusion, and critical curiosity.

7. What are the barriers and challenges to teaching media literacy to adults?

At WISE KIDS, we’ve worked with adults across many different roles and settings — including parents and carers, teachers, youth workers, community practitioners, foster carers, and older learners. This work has shown us how essential media literacy is for adults, not only to support children and young people, but also to participate confidently and meaningfully in an increasingly digital society.

However, a number of challenges continue to limit adult engagement with media literacy:

• Digital confidence and access: While many adults use digital tools daily, a small but significant proportion of the population still faces challenges related to digital access or confidence. This is particularly true for those who have had limited engagement with formal education, or who experience digital exclusion due to poverty, disability, or other structural barriers.

• Lack of time and flexibility: Adults often juggle work, family, and other responsibilities. Without flexible, accessible and relevant learning opportunities, it can be difficult for them to prioritise media literacy — even when they are motivated to learn.

• Limited targeted provision: While basic digital skills programmes exist in many communities, fewer initiatives focus on up-to-date media literacy in its broader sense — including critical thinking, ethical content creation, navigating AI and misinformation, and understanding online influence.

• Cultural and language barriers: For some adults, especially those from migrant or multilingual backgrounds, language and cultural framing can affect how media literacy content is accessed, understood, or valued. These programmes must be delivered in culturally sensitive, inclusive ways.
• Stigma and fear: Adults may hesitate to admit they feel unsure or left behind — particularly around newer platforms or emerging issues like online harms, privacy, and synthetic media. There may also be fear around “getting it wrong” when supporting their children online.

• Fragmented support and unclear pathways: Adult media literacy provision often lacks strategic coordination. Learning opportunities can be patchy, with limited recognition or continuity — especially for those outside traditional educational settings.

To overcome these barriers, we need to:

• Recognise and normalise adult media literacy as part of lifelong learning and community empowerment — removing stigma and building confidence.

• Invest in inclusive, flexible, and locally rooted opportunities — including through libraries, community hubs, family learning programmes, and workplace training.

• Integrate media literacy with wider digital inclusion work, wellbeing initiatives, and civic education — making it relevant and practical.

• Co-create content with adults from different communities — including those with lived experience of marginalisation, additional learning needs, or limited English.

• Provide sustained investment and clear strategic leadership, to ensure adult media literacy is built into wider policy frameworks — including education, public health, digital skills, and community development.

Adults play a vital role in shaping digital culture — as parents, mentors, workers, and citizens. Supporting their media literacy is not only protective, it’s transformative — helping to build more informed, resilient, and connected communities.

11 April 2025

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