Conference Program

Of the many educational challenges we face today, the expansion of digitalisation processes is certainly one of the most controversial. It redefines the concept of ‘emergency’ as both an emerging phenomenon and an event requiring prompt intervention.

Upon closer inspection, it becomes clear that the critical issue is not the result of digitalisation itself, but, rather, the absence of adequate media literacy. This is crucial in guiding the conscious use of technologies and mitigating the risk of misinformation among educators and students.

According to the AGCOM report Media and Digital Literacy in Italy (2025), over 64.6% of the Italian population has low or insufficient digital and media skills, and around 8 out of 10 Italians are exposed to online risks, including hate speech, misinformation, and fake news. In line with this evidence, UNESCO’s Media and Information Literacy: Policy and Strategy Guidelines (2025) recommends formal and non-formal educational interventions aimed at developing critical and practical skills in the use of media and information.

Based on this premise, this paper introduces the Teachers 4.0 Digital Age Curriculum as a tool for initial and ongoing training for teachers and educators across Europe. Structured into ten modules, the curriculum offers a wide range of digital literacy activities alongside corresponding assessment tools. Addressing complex phenomena such as filter bubbles, deepfakes and manipulative online campaigns, it provides educators with the practical tools and theoretical frameworks needed to evaluate source reliability and integrate media literacy into everyday school activities. Particular attention is given to creating safe and inclusive learning environments that respect diversity.

In this way, the Teachers 4.0 Digital Age Curriculum serves as a training tool for acquiring media literacy skills, as well as a preventive instrument against misinformation. It aims to educate digital citizens who are aware of their responsibilities and capable of navigating an increasingly complex information ecosystem. In doing so, it contributes to the development of resilient and informed school communities.