Learning to be Critical!

The present hyper connected society is full of promises, but the online world also brings dangers and threats related to cyberbullying, social exclusion, fraud, false information and many other potential problems.

According to a study from the European Parliament on Cybersecurity, 86 % of Europeans feel increasingly exposed to the risk of falling victim to cybercrime. Another relevant data: 50% of all committed crimes are cybercrimes.

 

Also the Eurobarometer on fake news and online disinformation (April, 2018) offer also key information: 85% of respondents think that the existence of fake news is a problem in their country; 83% say that it is a problem for democracy in general. Besides, only a 15% of respondents feel very confident about being able to identify fake news.

CRITICAL project is our proposal to contribute to empower European adults so they are able to adopt safe and critical approaches when dealing with online information and news. We also want to support trainers helping their students to be prepared for the online world, and to fight against digital exclusion, improve social participation and cohesion, and increase online confidence and trust.

 

CRITICAL PLATFORM will be created, in the framework of this project, as an Educational platform that, based on an active learning methodologies, allows adult students to identify, know and act in face of the risks and challenges that information and internet puts in front of them every day.

Project Partners

The project partners, led by MEDIA CREATIVA, are Drosostalida (Greece), Virtual Campus (Portugal), Folkuniversitet (Sweden) and Business Foundation for Education (Bulgaria).

CRITICAL is a project cofunded by the ERAMUS+ programme. The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission or the SEPIE cannot be held responsible for any use which may be made of the information contained herein.

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