The ability to distinguish reliable information from misleading content is becoming one of the most important skills in today’s world. AI-generated images, manipulative messages and misinformation spreading on social media require not only digital skills, but also critical thinking.
The DigiTREE project is funded by the Erasmus+ programme and involves Vilnius Gediminas Technical University (VILNIUS TECH). This international virtual exchange initiative brings together young people from Europe and Africa, giving them an opportunity to learn, discuss and work in multicultural teams without travelling to another country.
The project goes beyond teaching participants how to use digital tools. They learn to assess media content critically, recognise misleading or manipulative information, check the reliability of sources and communicate responsibly online. They also develop intercultural communication, teamwork and English-language skills.
International experience through virtual exchange
The DigiTREE consortium consists of six higher education institutions: VILNIUS TECH, Riga Technical University, Cyprus University of Technology, Machakos University in Kenya, the University of Lusaka in Zambia and the University of Botswana.
The virtual exchange programme lasts six to eight weeks. During this time, participants explore critical media consumption, fact-checking, misinformation detection and the creation of media literacy campaigns.
Although the activities take place online, participants do much more than work through learning materials independently. They take part in discussions, complete practical tasks, share experiences from their countries and cultures, and develop projects together in international teams.
The virtual format allows young people living on different continents to work closely together over several weeks. By comparing media habits and media environments in different countries, participants can see how social, cultural and personal contexts shape the way the same content is understood.
VILNIUS TECH students and secondary school students joined the activities
Since the start of the project, four virtual learning cycles have been completed, involving around 800 young people from universities and schools across Europe and Africa.
A total of 94 first-year VILNIUS TECH students have taken part in the project. The virtual exchange also involved 54 participants from the university’s remote learning platform, Ateities inžinerija (Future Engineering).
The school pupils represented Klaipėda Baltija Gymnasium, Klaipėda Vyturys Progymnasium, Universa Via International School, Kaunas Jonas Basanavičius Gymnasium, and Kaunas Steponas Darius and Stasys Girėnas Gymnasium.
This allows young people to develop media literacy skills before starting university or at the beginning of their university studies. Students and school pupils can immediately put theory into practice by working with young people from other countries, taking part in discussions and completing tasks together.
Results show an improved ability to assess information
Before and after the training, participants completed self-assessment surveys that helped measure changes in their digital, media literacy and intercultural skills.
At the beginning of the third learning cycle, 67% of respondents said they were able to recognise misleading information in images and videos. After the training, this figure increased to 92%.
Participants also became more confident when communicating online. The share of respondents who said they could clearly express their ideas on digital platforms increased from 75% to 86%, while the share of those who felt aware of their rights and responsibilities as online communicators rose from 74% to 91%.
When assessing the benefits of the project, 87% of participants in the third cycle said they had improved their digital skills, while 86% reported stronger soft skills.
Participants particularly valued the opportunity to communicate with young people from other countries, learn how to verify information, recognise fake news and assess online content more critically. Practical tasks, games and discussions were also rated positively, as they helped participants explore complex topics in an engaging way.
More than simply using technology
In the DigiTREE project, media literacy is understood as more than the technical ability to use digital platforms. Participants learn to consider who creates media content, why it is created, how it may be used to influence audiences, and what responsibilities each person has when consuming and sharing information online.
Young people apply their new knowledge by developing media literacy campaigns and creating responsible digital content. In this way, virtual exchange becomes not only a form of learning, but also a practical environment that helps young people make more informed and responsible choices in a constantly changing digital world.
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