Digital Literacy as a Barrier to Misinformation, Evidence and Recommendations for Ukrainian Students

The rapid expansion of digital media has fundamentally transformed how students access and process information. While these technologies offer unparalleled opportunities for learning, they also facilitate the unchecked spread of misleading content, often referred to as the infodemic (Shtepura, 2025). This phenomenon necessitates an urgent focus on the digital literacy levels of the student population to ensure academic integrity.

Misinformation represents a significant threat to academic environments, influencing not only individual cognitive development but also wider social cohesion. Research indicates that while students often demonstrate moderate levels of digital engagement, they frequently lack the critical skills required to distinguish between validated evidence and manipulative rhetoric (Ilomäki et al., 2023). This vulnerability is compounded by institutional gaps in digital support systems and a lack of standardized information literacy training.

This report examines existing empirical evidence on digital literacy interventions to propose actionable recommendations for the Ukrainian educational context. By analyzing methodologies from international studies and evaluating the strategic roles of academic institutions, this document identifies core areas for curricular reform. The objective is to establish a robust framework that empowers students to navigate the digital sphere with enhanced critical evaluation capabilities, ultimately strengthening the resilience of the academic information ecosystem.