by Julia Alajärvi, Finnish Arts and Culture Agency, Finland.
In May 2026, the Finnish Ministry of Education and Culture published an updated national Media Literacy Education Policy. The revision responds to a rapidly changing media environment, where artificial intelligence, algorithms and information influence activities intensified by the new security environment are creating new challenges for citizens’ ability to process information. For the first time, the policy will also be accompanied by a comprehensive implementation plan.
Published in May 2026, the new policy is the third national policy document on media literacy and media education in Finland. The Ministry of Education and Culture commissioned the Finnish Arts and Culture Agency to prepare it. Until the end of 2025, the Agency was known as the National Audiovisual Institute (KAVI).
Finland’s first policy document in this field, Good Media Literacy: National Policy Guidelines 2013–2016, focused on children and young people. In 2019, the policy was updated with Media Literacy in Finland – National Media Education Policy, extending the target group to people of all ages. Media education was increasingly seen as an educational and cultural activity throughout the life course, and media literacy as a key civic competence needed for full participation in society.
Media education in a new security environment
The new policy moves beyond principles for media education towards a more cross-cutting societal strategy. It sets three main objectives not only for media education itself, but also more broadly for what media education can contribute to individuals, communities and society. Comprehensive security and societal resilience now have a stronger role. These can be supported by strengthening people’s critical media literacy and their participation in a mediatised society.
Artificial intelligence and algorithms are also playing an increasingly important role in how people encounter and use media content. A media environment shaped by recommendation algorithms and generative AI requires new skills and a better understanding of their effects on individuals, communities and society. Technology companies have also become increasingly significant wielders of power and collectors and users of data. As the media environment is changing rapidly, however, the policy itself remains at a relatively general level, while the implementation plan can respond more flexibly to future developments.
Three main objectives
During the preparation of the new policy, a broad survey was conducted among actors in the field. Respondents were asked about achievements during the previous policy period and about current challenges.
Successes included the increased provision of high-quality and diverse media education and the development of structures through which media education is provided, particularly to children and young people. Challenges included the weakening of media education in higher education and continuing education, reduced funding, and increasing polarisation and inequality.
The policy seeks to address these challenges, together with changes in security and technology, through three main objectives: strengthening agency, competence development and promoting sustainability. Strengthening agency focuses on participation, wellbeing and equality, including stronger local and regional media education. Competence development emphasises professionals’ media education skills, high-quality and research-based media education, citizens’ learning and a better understanding of emerging technologies. Promoting sustainability aims to strengthen the economic, cultural, social and ecological foundations of media education through long-term, inclusive and environmentally aware work, stronger coordination and a more diverse funding base.
Each objective includes seven measures, making 21 measures in total. The aim is that every organisation and actor in the field can identify the measures relevant to their own work and contribute to their implementation. Not everyone is expected to implement every measure; responsibility is shared across a broad range of actors.
Implementation across all sectors of society
Without a comprehensive plan and commitment from all sectors of the society, policy objectives can remain only good intentions. The Finnish Arts and Culture Agency is therefore currently preparing an implementation plan through discussions and surveys. The surveys will gather information about current media education activities and organisations’ plans up to 2031.
A new reporting tool will also make it easier for organisations to record their activities. At the same time, anyone will be able to follow online what kind of work is being carried out to promote media literacy in Finland and how implementation is progressing.
More knowledge and stronger coordination
Successful implementation also means strengthening the coordinating role of the Finnish Arts and Culture Agency. Reporting will become more systematic, and the Agency will be responsible for providing up-to-date information on progress towards the objectives and measures.
During the next five years, the aim is also to strengthen the knowledge base through studies and research. A review of media education in Finnish higher education was carried out in 2026, and the Agency is currently gathering views from journalists on their role in promoting media literacy. In 2027, the plan is to examine how media education is incorporated into plans and strategies in selected sectors.
Author
Julia Alajärvi, Senior Adviser, Media Education Unit, Finnish Arts and Culture Agency. She holds a Master’s degree in Education, with a major in media education. She has experience in developing media education, project management and stakeholder cooperation. Before joining the Finnish Arts and Culture Agency (formerly the National Audiovisual Institute, KAVI) in 2014, she worked as a journalist.
