Media and information literacy for all: closing the gaps: global analysis of the current state of play of media and information literacy

UNESCO’s 2025 report Media and Information Literacy for All: Closing the Gaps offers the first comprehensive global overview of how countries are integrating media and information literacy (MIL) into education systems and national policy. While 171 of 194 UNESCO Member States reference MIL or related competencies in national frameworks, implementation remains uneven and fragmented. Only 43% of countries have integrated MIL into school curricula, and another 29% focus solely on digital-skills training. Europe and North America lead with 91% integration, while Africa, Asia, and Latin America continue to lag, revealing persistent global inequalities in access to critical information skills.

The study finds that MIL is most frequently taught at the secondary level, often embedded across multiple subjects rather than offered as a standalone course. This cross-curricular approach helps connect MIL to real-world issues but makes progress difficult to track and sustain. Countries that have developed standalone or hybrid MIL policies (only 17 worldwide) show higher success rates in embedding critical thinking, media analysis, and ethical digital engagement in education. By contrast, systems that limit MIL to technical digital literacy risk neglecting the broader competencies needed for navigating misinformation and AI-driven content.

UNESCO concludes that a global policy–practice gap persists, with limited funding and fragmented coordination slowing progress. The report calls for stronger national strategies, sustained investment, and multi-stakeholder partnerships linking governments, educators, civil society, and international bodies. It recommends treating MIL as a core twenty-first-century competency, essential for democracy, inclusion, and resilience in an increasingly complex information environment.