Navigating media and information literacy in the age of AI: a view from Sweden

For decades, the Swedish education system has emphasised the importance of evaluating information critically. However, approaches to evaluating information remain analytically underdeveloped. This paper addresses two crucial challenges for schools in preparing young people to navigate conflicting truths in a digital society: what does it mean to be critical of information in a digital infrastructure increasingly shaped by algorithms, datafication, and AI-generated content? How can critical source evaluation be carried out when sources are increasingly difficult to recognise in a digital landscape permeated by AI?