Authors

Discussion

The role of media literacy in Ukraine's defence against Russian disinformation during the ongoing conflict is increasingly critical. Daily dissemination of disinformation poses significant risks to public safety and well-being, making the need for accurate, trustworthy information paramount (Rzhevska, 2023; Khan, 2022). According to the "Media Literacy Index of Ukrainians" (2021), only 15% of Ukrainians demonstrate low media literacy, while 33% exhibit below-average levels, 44% possess above-average skills, and a mere 8% are classified as having high media literacy. This indicates a substantial opportunity for improvement within Ukrainian society (Naumova, 2021). Notably, 57% of the Ukrainian population perceives the issue of disinformation as urgent, suggesting that heightened awareness is a critical first step toward addressing the problem (Shevchenko, 2021).

This study employs an online survey targeting university students (N=350) to explore how young adult Ukrainians identify and respond to disinformation, as well as their willingness to assist peers in verifying information, images, and sources within their respective "networks of literacy" (Yates and Carmi, 2023). The participant demographic includes internally displaced persons, refugees, and residents from temporarily occupied territories, thereby highlighting the vulnerabilities and cross-cultural dimensions relevant to the research design.

In response to the disinformation crisis, Ukraine has updated state standards for primary and secondary education to incorporate media literacy training. This curriculum aims to equip students with the skills necessary to differentiate between factual information and false content, recognize manipulation of data, and critically assess the quality and reliability of information sources (Shevchenko, 2021). Preliminary findings indicate that while essential skills related to fact-checking and assessing news credibility are being taught, significant gaps remain, particularly in the verification of images generated by artificial intelligence and statistical data.

Moreover, awareness of the media literacy initiative Diia is notably high (84.3%) among participants, while recognition of other key campaigns, such as Filter, Learn to Discern, and Detector Media, is comparatively lower. The overwhelming use of Telegram (97%) and Instagram (80%) as news sources among respondents underscores the necessity of developing a nuanced understanding of critical digital literacies within everyday media consumption.

The findings from this research contribute to ongoing debates about the role of media literacy in bolstering Ukraine’s defences against Russian disinformation. By identifying both strengths and weaknesses in current media literacy skills, this study offers valuable insights that can inform future educational initiatives and policy development. As individuals enhance their ability