REMEDIS: REthinking MEdia literacy and DIgital Skills in Europe

Adopting an evidence-based approach to REthinking MEdia Literacy and DIgital Skills in Europe, REMEDIS seeks to provide a framework for evidence-based evaluative research of media literacy and digital skills. REMEDIS aims to inform practitioners and policymakers about so far severely underdeveloped evidence that links interventions around different types of media literacy and digital skills in different life domains (such as education, identity development, social relations) to different types of positive outcomes in terms of (digital) inclusion and wellbeing. REMEDIS makes a leap across disciplines to realise its four objectives:

  1. to improve existing theoretical knowledge about the actual outcomes of interventions, paying special attention to target groups (such as disadvantaged youth, refugees, people with lower SES);
  2.  to improve and enhance existing media literacy and digital skills intervention strategies based on the existing and emerging evidence generated across the different geographical and cultural contexts represented by the REMEDIS partners;
  3.  to adopt advanced methods, develop and validate instruments for evaluating interventions by using a range of outcome measures;
  4.  to produce evidence-based policy recommendations and develop a user-friendly, customisable evaluation toolkit.

REMEDIS adopts an evidence-based flow in which each WP provides the inputs for each subsequent WP. WP1: The development of a systematic evidence review will enable us to identify the driving forces and outcomes of media literacy and digital skills and characteristics of potentially effective interventions that lead to positive outcomes. WP2: Co-development of enhancements and improvements of interventions considered promising for fostering (digital) inclusion and wellbeing. WP3: Evaluation and validation of a selected interventions informed by the findings of WP1&2, using randomised experimental evaluations and innovative quasi-experimental methods. WP4: Integration of results with key policymakers/practitioners, leading to the development of evidence-based policy recommendations and an evaluation toolkit.

KEYWORDS:

media literacy, digital skills, intervention programmes, impact evaluation, inclusion, wellbeing, life domains, evaluation toolkit

CONSORTIUM

  • Project Leader: Leen d’Haenens, KU Leuven, Institute for Media Studies, Belgium, e-mail
  • Ellen Johanna Helsper, London School of Economics and Political Science (LSE), Media and Communications, United Kingdom
  • Margus Pedaste, University of Tartu, Institute of Education, Estonia, e-mail
  • Miguel Ángel Casado, University of the Basque Country, Audiovisual Communication and Advertising, Spain
  • Katariina Salmela-Aro, University of Helsinki, Educational Sciences, Finland
  • Lukasz Tomczyk, Uniwersytet Jagielloński, Faculty of Philosophy / Institute of Pedagogy, Poland, e-mail
  • Terhi-Anna Wilska, University of Jyväskylä, Department of Social Sciences and Philosophy, Finland, e-mail

COOPERATION PARTERS

  • Elzbieta Chudoba, International House Integra Bielsko
  • Jorge Flores Fernández, PantallasAmigas
  • Jenni Jävelä, Economy and Youth TAT
  • Helen Milner, Good Things Foundation
  • Hans Martens, European Schoolnet
  • Margus Püüa, Education and Youth Board of Estonia
  • Malgorzata Machaj, Śląskie Centrum Edukacji i Rehabilitacji “Arteria” w Katowicach
  • Christa Prusskij, The Finnish Society on Media Education
  • Antti Rammo, Star Cloud LLC
  • Ludo Deferm, Mediawijs
  • Fay Lant, National Literacy Trust
  • Roberto Alvarez Angulo, Gaptain
  • Elizabeth Gosme, COFACE Families Europe
  • Ilona Kish, Public Libraries 2030

EFFECTS & ACHIEVEMENTS

Project website

Project achievements:

  1. Background

In today’s digital society, being able to access, understand, and critically evaluate online information is more important than ever. However, not everyone has equal access to the skills needed to navigate the digital world safely and effectively. Vulnerable populations (e.g., young people not in education, employment, or training (NEETs), older adults, low-income groups, and refugees) often face greater barriers to digital inclusion. The REMEDIS project (Rethinking Media Literacy and Digital Skills) was launched to explore how we can better support these groups by improving media literacy and digital skills (ML&DS) across diverse European contexts.

  1. Purpose and objectives

The project aimed to assess and enhance interventions designed to strengthen ML&DS among vulnerable populations. Its objectives were to evaluate the effectiveness of current training programmes, identify what makes them successful or limited, develop practical tools to improve them, and offer evidence-based policy recommendations for educators, community organisations, and governments. REMEDIS also sought to understand how ML&DS contribute to broader aspects of life such as education, employment, social participation, and wellbeing.

  1. Methodology

Conducted by a consortium of academic and non-academic partners across six European countries (Belgium, Estonia, Finland, Poland, Spain, and the UK), REMEDIS examined twelve interventions that targeted various groups, including parents, future teachers, NEET youth, and older adults. The project team used a mixed-methods approach, combining surveys, interviews, and focus groups before and after the interventions to measure their impact. This was complemented by the creation of an Evaluation Toolkit and Planner, offering a structured and tailored framework for designing and assessing ML&DS programmes.

  1. Key findings and impact

The project’s findings revealed that while many interventions succeeded in boosting participants’ confidence and ML&DS, their impact varied depending on the target group. Programmes for educators and parents showed more consistent gains, whereas initiatives aimed at more structurally disadvantaged groups such as refugees were less effective in producing lasting outcomes. These differences were often linked to broader issues like lack of access to devices, limited institutional support, or insufficient tailoring of content to participants’ real-life needs. The project showed that practical, context-sensitive, and supportive approaches work best, particularly when digital literacy is integrated with other forms of social support and learning. One of the major contributions of the project is the Evaluation Toolkit and Planner, which provides step-by-step guidance for improving and assessing media literacy interventions. Alongside this, the project produced a set of policy briefs and open-access educational resources that can be freely used by organisations across Europe. By identifying the challenges and opportunities in digital skills training, REMEDIS has provided a clearer roadmap for more inclusive digital education. The project’s insights are already being shared with schools, NGOs, and policymakers, helping them support citizens in navigating today’s complex digital environment. Ultimately, REMEDIS contributes to building a more equitable digital future, ensuring that no group is left behind in the transition to a digital society.

Publications:

  • d’Haenens L., Tomczyk Ł., Gierszewski D. & Sepielak D., Digital inclusion from an integenerational perspective: promoting the development of digital and media literacy among older people from a young adult perspective, Pixel-Bit. Media and Education Journal/Revista de Medios y Educación, 2023, https://revistapixelbit.com
  • Tomczyk Ł., Wnęk-Gozdek J., & Potyrała K., Digital Divide as a Challenge for Polish Social Gerontology, Communications in Computer and Information Science, 2023, https://link.springer.com/chapter/10.1007/978-3-031-44581-1_20#citeas
  • Tomczyk Ł., Measuring digital competences. Ten common methodological challenges, Problemy Opiekuńczo-Wychowawcze, 2023, https://problemyopiekunczo-wychowaw.pl/resources/html/article/details?id=609950&language=en
  • Tomczyk Ł., Mascia M.L., Gierszewski D. & Walker C., Barriers to Digital Inclusion among Older People: An Intergenerational Reflection on the Need to Develop Digital Competences for the Group with the Highest Level of Digital Exclusion, Innoeduca. International Journal of Technology and Educational Innovation, 2023. https://revistas.uma.es/index.php/innoeduca/article/view/16433/16960
  • Tomczyk L., Cívico-Ariza A., Colomo-Magaña A., Guillén-Gámez D.F. A study on the digital competence of teachers in the use of YouTube as a teaching resource according to gender, age, and years of teaching experience, Proceedings of the thirty-eighth Information Systems Education Conference ISECON, 2023, https://www.researchgate.net/publication/370129468_A_study_on_the_digital_competence_of_teachers_in_the_use_of_YouTube_as_a_teaching_resource_according_to_gender_age_and_years_of_teaching_experience
  • Tomczyk L., Gierszewski D., Digital inclusion of the elderly – from integration to participation, Exlibris Social Gerontology Journal, 2022 https://ojs.wsb.edu.pl/index.php/bgs/article/view/864
  • d’Haenens L., Vissenberg J., Puusepp M., Edisherashvili N., Martinez-Castro D., Helsper E. J., Tomczyk L., Azadi T., Opozda-Suder S., Maksniemi E., Spurava G., Salmela-Aro K., Sormanen N., Tiihonen S., Wilska T-A., Hietajärvi L., Martinez G., Larrañaga N., Garmendia M., Oliveria-Aruajo R., Donoso V., Pedaste M., & Sepielak D., (2025) Fostering Media Literacy: A Systematic Evidence Review of Intervention Effectiveness for Diverse Target Groups, Media & Communication, 13, https://www.cogitatiopress.com/mediaandcommunication/article/view/8901
  • Tomczyk, Ł., & Kielar, I. (2024), Empowering the elderly in the information society: Redefining digital education for Polish seniors in the age of rapid technological change, Educational Gerontology, 1–16, https://doi.org/10.1080/03601277.2024.2439908
  • Tomczyk Ł., & Edisherashvili, N. (2024), Learning Objectives in Older Adult Digital Education – Redefining Digital Inclusion. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 12(3), 507–520, https://doi.org/10.23947/2334-8496-2024-12-3-507-520
  • Tomczyk L., Kielar I., Das A., Das N., Digital Exclusion and Inclusion in Poland-An Overview of Research and Educational Activities from Recent Decades, in: From Digital Divide to Digital Inclusion. Lecture Notes in Educational Technology, vol.1, Springer, 2025, https://doi.org/10.1007/978-981-99-7645-4_20, ISBN: 978-981-99-7644-7
  • Tomczyk L., Guillén-Gámez F.D., Ruiz-Palmero J., Habibi A., Introduction – In Seeking Solutions to Minimise Digital Exclusion and Develop Digital Competences Around the World, in: From Digital Divide to Digital Inclusion. Lecture Notes in Educational Technology, vol.1, Springer, 2025, https://doi.org/10.1007/978-981-99-7645-4_20, ISBN: 978-981-99-7644-7
  • Tomczyk L., Martinez G., Walter N., Guillén Gámez F.D., Creation of open educational resources (OER) and digital and media competences of future teachers, in: Proceedings of the fortieth INFORMATION SYSTEMS EDUCATION CONFERENCE ISECON 2024, Information Systems and Computing Academic Professionals (ISCAP), ISBN: ISSN 1542-7382, https://ruj.uj.edu.pl/entities/publication/da5b57ae-9d92-46e1-baa2-250588d0c620
  • Tomczyk L., Kielar I., Empowering the elderly in the information society: Redefining digital education for Polish seniors in the age of rapid technological change, Educational Gerontology, vol. 51(10), 2024, DOI: https://doi.org/10.1080/03601277.2024.2439908, ISBN: 1521-0472
  • Tomczyk L., Edisherashvili N., Learning Objectives in Older Adult Digital Education – Redefining Digital Inclusion, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), vol. 12(3), 2024, DOI: https://doi.org/10.23947/2334-8496-2024-12-3-507-520, ISBN: 2334-8496
  • Tomczyk L., Kielar I., Neutralising External and Internal Barriers in the Digital Inclusion Process for Seniors – Finding Ways to Effectively Shape Digital and Media Competences among Older People, Technology, Knowledge and Learning, vol. 30, https://doi.org/10.1007/s10758-024-09813-7, ISBN: 2211-1670
  • Tomczyk L., AI in Education – Mapping Theoretical Frameworks for Digital Literacy: DigComp 2.2, AI Literacy Competency Framework, AI Literacy TPACK, the Machine Learning Education Framework, the UNESCO AI Competency Framework for and Teachers and Other Innovative Approaches Article in a conference proceeding, in: New Media Pedagogy: Research Trends, Methodological Challenges, and Successful Implementations. NMP 2024 Communications in Computer and Information Science, vol. 2537, 2025, DOI: https://doi.org/10.1007/978-3-031-95627-0_12, ISBN: 978-3-031-95627-0
  • d’Haenens L., Helsper E. J., Pedaste M., Casado, M. Á., Salmela-Aro K., Tomczyk L., Wilska T.-A., Vissenberg J., Puusepp M., Edisherashvili N., Martinez-Castro D., Azadi T., Opozda-Suder S., Maksniemi E., Spurava G., Niina S., Sini T., Hietajärvi L., Martínez G., Larrañaga N., Garmendia M., Olveira-Araujo R., Donoso V., Sepielak D., Fostering Media Literacy: A Systematic Evidence Review of Intervention Effectiveness for Diverse Target Groups, Media and Communication, vol. 13, DOI: 10.17645/mac.8901, ISBN: 2183-2439, https://www.cogitatiopress.com/mediaandcommunication/article/view/8901
  • Wilska T.-A., eds. Nyrhinen, Young People in Digital Environments. Agency, Opportunities, and Risks, vol. 1, 2025, Edward Elgar Publishing, DOI: 10.4337/9781035329250, ISBN: 978 1 03532 924 3, https://www.e-elgar.com/shop/gbp/young-people-in-digital-environments-9781035329243.html
  • Tomczyk L., Didactic principles in the development of media and digital competence among elderly,  QWERTY – Interdisciplinary Journal of Technology, Culture and Education, 2025
  • d’Haenens L., Tomczyk L., Casado M. A., Pedaste M., Edisherashvilli N., Puusepp M., Azadi T., Martinez Fernandes G., Martinez D., From static frameworks to adaptive evaluation: Piloting an AI-powered evaluation planner for media literacy and digital skills interventions, Journal of Media Literacy Education, University of Rhode Island (Digital Commons@URI) on behalf of the National Association for Media Literacy Education, 2025, ISBN: ISSN2167-8715

 Start date

1 October 2022

Project duration

24 months

 Project budget

€ 1 135 744

Funding organisations