by Fanni Gorgenyi, Media and Learning, Belgium. Over the past few years, the TeaMLit project has brought together educators, researchers, and organisations from across Europe to explore how we can…
by Fanni Gorgenyi, Media and Learning, Belgium.
Over the past few years, the TeaMLit project has brought together educators, researchers, and organisations from across Europe to explore how we can better support teachers in becoming media literate and, in turn, help them bring media literacy into their classrooms. One year on from its official conclusion, it’s worth taking a moment to reflect on its achievements, and the impact it will continue to have well into the future.
At its core, TeaMLit sought to address an increasingly urgent need: ensuring that teachers, both in initial training and throughout their careers, are equipped to navigate and teach media and information literacy (MIL). In an age of deepfakes, disinformation, and algorithm-driven content, the ability to critically engage with media is no longer optional, it’s essential. Yet many teacher education programmes still lack structured, up-to-date approaches to developing these skills. TeaMLit set out to change that.
Christa Prusskij, the executive director of the Finnish Society on Media Education and TeaMLit project partner highlighted the project’s value and importance;
MIL skills are skills that are important in our everyday life. The importance is widely recognised, but at the same time they are not taught consistently in teacher training anywhere in Europe. This is why it was important in the project to cover many areas and countries to find out how MIL is being taught in the teacher training and maybe find some ideas how to enhance it in the future. The research questionaires brought it to light that the situation varies widely and is not consistent even within one country.
International projects like TeaMLit are great platforms to meet other professionals in the field, discuss and change ideas. You always learn a lot from others. Sustaining and creating networks take time and resources so hopefully this will continue in the future too.
One of TeaMLit’s most valuable contributions has been the creation of a Teacher Trainers’ Network, a vibrant community of practice involving both experienced and early-career educators working in pre-service teacher training institutions and continuing professional development. Over the course of the project, the network hosted seven meetings and a series of six webinars, offering space for participants to exchange insights, reflect on national and institutional approaches, and begin to shape a more coherent vision of what MIL can and should look like in teacher education.
This network has been more than just a series of meetings. It’s a collaborative platform designed to create and nurture sustained engagement, through shared resources, online discussions, and practical tools. Crucially, it also supports those just starting out in the field, by offering a space where newcomers can learn from those with more experience and find inspiration for integrating media literacy into their own training contexts.
Another major strand of the TeaMLit project focused on research and analysis. The team carried out a detailed investigation into current practices, obstacles, and opportunities in media literacy teacher training across Europe. This work culminated in three substantial reports, available here, which offer both a comparative overview and deep dives into specific national contexts.
These reports have helped to identify successful training scenarios and revealed where significant gaps remain. They provide concrete evidence for policymakers and training providers alike, demonstrating the need for more structured approaches to MIL, better integration into curricula, and stronger institutional support for teacher educators.
Recent findings from the TeaMLit project show that media literacy is becoming widely recognised as an essential part of education in all the countries that were looked at. It’s seen not just as a standalone subject, but as a key skill that should be integrated into all areas of the curriculum. As Dr. Lina Pranaitytė, scientific coordinator and researcher at the Heidelberg School of Education (Germany), explains:
TeaMLit research has shown that media literacy is understood as a significant part of education in all our researched countries, considering it as a cross-disciplinary competence to be acquired in the curricula of all subjects and throughout all phases of education. Respectfully, all teachers should, but not all are, sufficiently prepared for the dynamics of the current media world in both pre-service education and continuous professional development. Moreover, the lack of exchange between the experiences of in-service teachers and the preparation of pre-service teachers hampers the development of coherent, critically informed media education that facilitates the education of empowered and responsible citizens in democratic societies.
Perhaps the most tangible and accessible outcome of TeaMLit is the development of a brand-new online course: “Making Education More Media Literate.” This self-paced, free course is designed to support teachers at all stages of their careers, whether they’re completely new to media literacy or already integrating it into their practice and looking to go further.
The course is made up of five interactive modules, covering key aspects of MIL in education:
The course is now available in eight languages, Bulgarian, Catalan, Croatian, English, Greek, Hungarian, Portuguese, and Spanish, making it a truly European resource. It features a rich combination of short videos (available on YouTube), readings, reflection exercises, and downloadable materials. Teachers can enrol at any time via the Media & Learning training platform, complete the modules at their own pace, and even receive a certificate upon completion.
Whether you’re just beginning to explore media literacy or are trying to get your colleagues or your school leadership on board, this course is designed to meet you where you are, and help you move forward.
The success of TeaMLit is due in large part to the diverse expertise and commitment of its project partners. Led by several European associations, the consortium includes the Media & Learning Association (Belgium), the Association for Communication and Media Culture (Croatia), the Heidelberg School of Education (Germany), Mediawijs (Belgium), Dublin City University’s Institute for Future Media, Democracy and Society (Ireland), and the Finnish Society on Media Education— with support from a broad range of associated partners and contributors.
Together, this partnership has not only developed valuable resources but also laid the groundwork for lasting collaboration across borders. TeaMLit is a strong example of what can be achieved when diverse institutions work together towards a shared goal, helping educators feel confident, competent, and creative in how they approach media literacy in their schools and classrooms.
Although the project is now officially closed, the work of TeaMLit is far from over. The resources, networks, and insights developed during the project will continue to support teacher educators and trainers across Europe. And as awareness of the importance of media and information literacy grows, the legacy of TeaMLit will hopefully inspire future initiatives, both large and small, to take media literacy seriously as a core component of teacher education.
To find out more, browse the reports, or enrol in the free course, visit: https://training.media-and-learning.eu/p/teamlit
The sole responsibility for any content supported by the European Media and Information Fund lies with the author(s) and it may not necessarily reflect the positions of the EMIF and the Fund Partners, the Calouste Gulbenkian Foundation and the European University Institute.