The paper describes specific experiences with educational activities aimed at strengthening media literacy in the field of combating disinformation among primary and secondary school teachers, which were implemented in 2022-2023 through the Central European Digital Media Observatory. A total of 3633 primary and secondary school teachers from all over the Czech Republic participated in the education and evaluated the educational events. The article presents examples of specific educational activities oriented to the development of knowledge, skills and attitudes of students through teaching in primary or secondary school.

This publication provides useful information on integrating GCED concepts, principles and activities into curricula and teaching practices covering a broad spectrum of issues and pedagogies. It contains exemplars illustrating how GCED can be integrated into various subject areas. Diverse resources and materials listed in the document also offer readers a wide range of references. Underscoring the pragmatic objective of this work is the need for teachers to become global citizens themselves.

The study emphasizes the need for social studies teacher educators to address misinformation and fake news in democratic citizenship education. Guided by the Teacher Education Technology Competencies, it proposes a five-part framework for integrating media literacy into teacher education, including historical, ethical, and practical approaches to analyzing fake news. The study highlights that a comprehensive media literacy approach supports civic reasoning, understanding of political bias, and online civic participation, and stresses the importance of strengthening preservice teachers’ media literacy skills through teacher education programs.