Media literacy in public vocational education: knowledge, practices and self-perceptions of students in Portuguese classes

Abstract

In the digital age, the ability to access, analyse and critically evaluate information has become essential for informed civic participation. Media Literacy (ML) therefore plays a central role in a context marked by misinformation, manipulation and information overload. This study, situated within educational research, follows an exploratory and descriptive approach, drawing on qualitative and quantitative methods appropriate to the object of analysis. Its main aim is to identify the knowledge, practices and selfperceptions of students in public vocational education regarding ML, and to understand whether the ability to assess the veracity of information translates into more consistent critical media practices. Data were collected through an anonymous questionnaire administered prior to the pedagogical intervention. The findings reveal high selfconfidence in evaluating information, contrasted with conceptual and practical weaknesses in source verification. The role of digital influencers emerges as ambivalent: students recognise their impact while also expressing concern about misinformation. The results highlight significant gaps in ML and reinforce the need for more effective public policies and educational practices. The study advocates for the systematic integration of ML into school curricula and teacher training, aligned with UNESCO guidelines and national initiatives such as the National Media Literacy Plan, as a means of equipping young people for safer, more informed and more critical engagement with media.