Combatting disinformation: the need to adapt the key competences to classroom activity

Abstract

Disinformation has become a defining challenge of the digital age, affecting democratic processes, social cohesion, and public trust. This article examines disinformation as a structural phenomenon of contemporary online media environments and explores education as a long-term societal response. Drawing on education sciences literature and competence-based frameworks, the study analyses the role of media literacy, critical thinking, and the European Union’s Key Competences for Lifelong Learning in mitigating the effects of disinformation. Particular attention is given to primary education as a strategic intervention point. The article further examines grassroots pedagogical practices in Moldova and Romania, illustrating how age-appropriate educational strategies can be integrated into existing curricula. The findings suggest that education, when grounded in theoretical analysis and adapted to local contexts, can play a crucial role in strengthening societal resilience to disinformation in the digital era.