Training Curriculum

The Mind Over Screens Training Curriculum is a practical programme designed for youth workers, educators, and teachers who work with young people. It provides the knowledge, tools, and methods needed to plan and deliver engaging workshops on social media, media literacy, and digital habits.

The curriculum is available as a downloadable PDF and is offered in English and all partner languages, with accessibility in mind. It is built for interactive workshop delivery and includes clear facilitator guidance, hands-on activities, group discussions, and gamified methods that make learning active and adaptable to different settings, from schools and youth centres to online training sessions.

Mind Over Screens Training Curriculum

WELCOME MESSAGE

It is with great pride that we present the Mind Over Screens Training Curriculum, developed within the framework of the EU-funded Erasmus+ Capacity Building for Youth project. This training curriculum module has been carefully designed to support young people, youth workers, and educators in navigating the opportunities and challenges of today’s digital world. The aim of this guide is to empower participants to become responsible digital citizens, to raise awareness of online risks and opportunities, and to provide practical tools for fostering safe, ethical, and mindful engagement with technology. Through a blend of theory, interactive activities, and reflection, the modules encourage critical thinking, digital resilience, and active participation in shaping healthier online communities.

This curriculum is the result of the collective expertise and collaboration of six international partners:

Albania (REBUS Albania): Digital Citizenship and Online Ethics
Finland (XAMK – Juvenia Center): Online Safety and Privacy Protection
Italy (YouNet APS): Critical Media Consumption
Montenegro (Mladiinfo Montenegro): Digital Footprint Management
Slovakia (Youth for Equality): Digital Wellness and Self-Care
Bosnia and Herzegovina (Svitac): Empowerment and Advocacy

Together, we believe that Mind Over Screens will serve as both a resource and a guide, equipping future generations with the knowledge, confidence, and skills to thrive responsibly in an increasingly digital society.

Mind Over Screens Team

INTRODUCTION

The digital world is more than a tool, it is a space where values, voices, and visions meet. Every click shapes a choice, and every scroll tells a story. The Mind Over Screens Training Curriculum is not just a program, it is an invitation. An invitation to question, to reflect, and to engage with purpose. It is a guide for young people learning to balance opportunities with responsibility, and for trainers who lead with knowledge and care. Through dialogue, exploration, and practice, this curriculum opens doors to safer pathways, healthier habits, and stronger communities. Rather than providing ready-made answers, it cultivates the skills to ask meaningful questions, think critically, act ethically, and shape the digital world with ethics and creativity. Together, the modules present a comprehensive approach to the opportunities and challenges of today’s online environments, offering practical tools that can be applied across cultures and contexts.

How to Use

This training curriculum is designed as a flexible guide for trainers, youth workers, and educators. It can be delivered in both online and face-to-face learning environments, depending on the needs of the group. Each module includes clear objectives, background theory, practical activities, and reflection questions. Trainers are encouraged to adapt activities to the context of their participants, ensuring that the learning experience remains relevant and engaging. Sessions can be conducted in blocks of 60 or 120 minutes, depending on the time available, with group sizes ideally ranging from 20 to 25 participants.

Why It Is Important for Trainers

For trainers and educators, the digital environment brings both new responsibilities and opportunities. Many young people today are highly active online but lack critical guidance in areas such as ethics, privacy, and digital wellness. This curriculum provides trainers with a ready-made toolkit that not only simplifies preparation but also ensures alignment with youth-friendly approaches such as gamification, scenario-based learning, and peer discussions. By using this curriculum, trainers can create safe spaces for dialogue and empower young people to reflect critically on their digital behavior while building confidence in their ability to engage positively online.

Needs and Learning Steps

The curriculum was designed in response to a clear need, in preparing young people aged 14-25, for life in an increasingly digital society. Each of the six modules addresses a specific area of digital competence, from managing personal data and online ethics to building resilience and advocacy skills. The learning steps follow a structured path: beginning with awareness, moving into practice through interactive activities, and concluding with reflection and evaluation. This progression ensures that participants not only acquire knowledge but also develop the critical and emotional skills needed to make responsible choices online. By the end of the program, participants will have engaged in active learning, youth-friendly activities, and reflective exercises that help them understand the digital world not just as consumers but as empowered digital citizens ready to make positive contributions.

THE ROLE OF THE TRAINER

Behind every successful learning journey stands a trainer who guides, inspires, and challenges participants to think differently. In the context of digital education, trainers play an even more crucial role: they are not only transmitters of knowledge but also facilitators of reflection, dialogue, and action. The Mind Over Screens Training Curriculum module was designed to support young people aged 14–25, but its success relies heavily on how trainers adapt and deliver its content. Trainers are the bridge between theory and practice, between structured modules and the lived experiences of participants.

The Trainer’s Approach

The role of the trainer goes far beyond presenting information. Instead, it involves creating a safe and inclusive environment where participants feel encouraged to share their thoughts, explore new perspectives, and even challenge their own assumptions. Active learning lies at the heart of this curriculum; trainers should focus on guiding discovery through group discussions, scenario analysis, and creative exercises rather than one-way teaching. At the same time, trainers must model the very skills and values promoted in the modules, respect, empathy, responsibility, and critical thinking. They should encourage participants to not only engage with the content but also connect it to their daily online practices.

Flexibility is also key: each group will differ in its knowledge, maturity, and cultural context, so trainers should adapt activities, pace, and tools accordingly. To support engagement, trainers are encouraged to use youth-friendly methods such as gamification, interactive quizzes, role plays, or digital tools. Such approaches turn abstract ideas into concrete experiences and strengthen the link between learning and real-life application.

Trainers and the Six Modules

Each of the six modules places the trainer in a specific guiding role.

Module 1: Digital Citizenship and Online Ethics

Trainers act as facilitators of values, helping participants reflect on fairness, respect, and responsibility in online interactions.

Module 2: Online Safety and Privacy Protection

Trainers serve as protectors and guides, equipping participants with practical strategies to safeguard their data and well-being.

Module 3: Critical Media Consumption

Trainers become mentors in critical thinking, encouraging participants to question, analyze, and evaluate the media they consume daily.

Module 4: Digital Footprint Management

Trainers act as advisors, raising awareness of how online actions create lasting impressions and guiding participants toward responsible self-presentation.

Module 5: Digital Wellness and Self-Care

Trainers model balance, showing how technology can be managed in healthy ways while fostering empathy for others’ experiences online.

Module 6: Empowerment and Advocacy

Trainers inspire participants to take ownership of their digital spaces, advocate for positive change, and use technology as a force for community building and social good.

Trainer catalysts of change

The trainer’s role is at the core of the Mind Over Screens curriculum. They are not passive deliverers of knowledge but active shapers of learning experiences. By fostering curiosity, creating safe dialogue, and connecting theory with lived realities, trainers transform the six modules into meaningful growth opportunities for young people. Ultimately, trainers are catalysts for change, helping participants not only to navigate the digital world but also to shape it with courage, responsibility, and creativity.

MODULE 1: DIGITAL CITIZENSHIP AND ONLINE ETHICS

Duration:

60 minutes (short version)
120 minutes (extended version)

Target Group:

Young people aged 14-25

(20-25 participants)

1.1. Module Objectives

This module introduces the foundations of digital citizenship, focusing on the values, ethics, and responsibilities needed to engage positively in the online world. Participants will explore how to balance rights (freedom of expression, access to information) with responsibilities (respect for others, avoiding harm), and how online actions carry real-life consequences.

By the end of this module, participants will be able to:

Define and explain the concept of digital citizenship.
Recognize the ethical challenges of online behavior (respect, honesty, empathy).
Reflect on the importance of rights and responsibilities in digital spaces.
Identify practical ways to engage responsibly (avoiding hate speech, respecting intellectual property).
Strengthen their ability to make ethical choices when interacting online.

Expected Results:

Greater awareness of ethical dilemmas in online environments.
Ability to identify respectful vs. harmful digital behaviors.
Confidence in applying responsible practices online.
Empowerment to model positive digital citizenship in their communities.

1.2. Introduction

The digital world is an extension of the physical world, not something distinct from it. We make an impact on relationships, culture, and even society each time we share, comment, or post something online. As with any community, there are rights and obligations associated with being a part of the digital world. The internet provides chances for education, amusement, and social interaction, but it also presents problems like hate speech, plagiarism, cyberbullying, and false information. Addressing these challenges requires more than just technical skills, it requires ethical reflection, empathy, and responsible decision-making. This module will help participants explore what it means to be a responsible digital citizen. Through games, group activities, and reflection, they will learn how to navigate ethical dilemmas, respect digital rights, and practice positive online behavior. The goal is not just to follow rules but to live by values, to think critically, act ethically, and contribute to safer, healthier digital spaces.

1.3. Topics Within the Module

Learning Outcomes:

Define digital citizenship.
Explain the connection between online rights and responsibilities.
Recognize examples of positive and negative digital citizenship.

Brief Theory Overview:

Digital citizenship is about participating in the online world safely, responsibly, and ethically. It is not only about technical skills but also about making informed choices and respecting others’ rights. UNESCO and the Council of Europe emphasize that digital citizenship is essential for democracy, inclusion, and lifelong learning. Positive practices include respectful dialogue and collaboration, while negative practices include cyberbullying, misinformation, and disrespecting privacy.

Activity 1.1: Digital World Map

Description:

The “Digital World Map” activity helps participants visualize the online world as a shared community with different spaces, similar to real-life neighborhoods. By mapping digital platforms as locations in a “digital city” (social media = park, gaming = arena, search engines = library), participants reflect on the rules and responsibilities that keep these spaces safe and respectful. This activity encourages.

Materials Needed:

Flipchart or large whiteboard
Markers of different colors
Sticky notes (optional, for rules)
Scenario cards (optional, for extra prompts)
Online Tools (for virtual delivery) Jamboard, Miro, or Padlet with pre-created “Digital City” templates (zones as frames/spaces).
Screen sharing via Zoom/Teams/Google Meet.
Sticky-note feature in Miro/Jamboard for participants to add their rules.

Time: 15 minutes

Goal	Co-create simple, memorable rules for key online spaces by mapping a “digital city.”
Format	Small groups → whole group gallery → mini-debrief
Group size	20 – 25 (teams of 4-5)
In-person materials	Flipchart/whiteboard, markers, sticky notes, masking tape
Online tools (pick 1–2)	Jamboard / Miro / FigJam / Padlet (for the map), Mentimeter (quick poll), or Zoom/Teams breakout rooms
Outputs	A visual map + 6 – 10 “community rules” everyone agrees to follow

Run-sheet format for physical + online activity

Min	Step	Trainer Actions (scripted prompts)	Participant Actions	Tools / Materials	Output
0–1	Set the scene	“We’re going to build a digital city. Each place represents a part of our online lives. We’ll decide the rules that keep each place safe and respectful.”	Listen		Shared purpose
1–2	Assign spaces	“Our city has: Social Media = Park, Gaming = Arena, Search/Research = Library, Messaging = Café, Content Creation = Studio, E-commerce = Market. Any other spaces to add?”	Suggest extra spaces if relevant (e.g., Forums = Town Hall)	Board/flipchart (or online board)	Final list of spaces
2–3	Explain task	“In teams, pick one space. Draw a simple icon and list 2–3 rules that keep it safe, fair, and kind. Think about rights and responsibilities.”	Form teams; pick a space	Markers, sticky notes (or online sticky notes)	Team assignments
3–7	Build the map	Circulate; prompt with questions: “What’s right here? What’s a responsibility? What could go wrong? How would we prevent harm?”	Draw icon; write rules on sticky notes; place on map	Flipchart/whiteboard (or Jamboard/Miro/Padlet)	Drafted icons + rule notes
7–10	Gallery walk	“Rotate clockwise. Read others’ rules. Add one sticky: if you agree, if unclear, if you have an improvement.”	Walk, read, add feedback icons	Sticky notes / online reactions	Peer feedback on rules
10–13	Consolidate	“Let’s merge duplicates, clarify unclear rules, and pick the top 6–10 city rules.” If online, run a Mentimeter vote.	Nominate favorites; agree on wording	Mentimeter (vote) or dot stickers by color to keep track of the suggestions of the youth team.	Shortlist of city rules
13–15	Debrief & commit	“Which rule will help you this week? One word: why?” Invite 3 – 4 voices. “We’ll post these as our Digital Citizen Pledge.”	Share reflections; take a quick pledge	Photo of map/export board	Finalized rule set + photo/export

Example “space rules”

Park (Social-media): Ask before tagging; credit creators; pause before posting (true/kind/necessary).
Arena (Gaming): No hate speech; report cheating/harassment; celebrate good play.
Library (Search/Research): Verify with 2+ sources; cite properly; check date and author.
Café (Messaging/DMs): No screenshots without consent; tone check before sending; respect “do not disturb.”
Studio (Creation/Posting): Use royalty-free assets or permission; label edits/AI; respect privacy in photos.
Market (E-commerce): Protect payment data; beware of deals too good to be true; read reviews critically.

Online setup guide

Tool	How to set it up in 60 – 90 seconds	Tip
Jamboard/ FigJam/ Miro	Create a board with 6 frames titled Park/Arena/Library/Café/Studio/Market. Add icon stickers and “Rule” sticky templates on each frame. Share link “Anyone can edit.”	Pre-make a legend (agree, unclear, improve) for the gallery step.
Padlet	Use a “Canvas” layout. Create columns for each space. Enable reactions (like + star). Share QR/code.	Turn on content moderation if needed.
Mentimeter	Create a Ranking or Multiple-Choice slide with all proposed rules. Share code.	Use results to pick the top 6 –10 rules.
Zoom/Teams	Create breakout rooms (1 per space). Paste the board link in each room’s chat.	Name rooms after spaces for clarity.

Quick assessment:

Observation: Are participants naming both rights and responsibilities?
Rule quality check: Specific, positive, actionable (not vague or punitive).
Exit prompt (1 minute): “Name one rule you’ll use today and where you’ll use it.”

Accessibility & inclusion checklist:

Use plain language and examples relevant to learners’ platforms (TikTok, IG, Discord).
Offer visual + text instructions; read prompts aloud.
Allow emoji/visual responses for learners who prefer minimal text.
Remind: No personal data on shared boards; use generic scenarios.

Printables / copy-paste assets

Space labels: Park (Social Media). Arena (Gaming). Library (Search). Café (Messaging). Studio (Creation). Market (E-commerce)

Feedback legend: Agree, Unclear, Improve

Rule starter stems: “We always., We never., We check., We ask for., We report.

Optional 5-minute extension:

“City Council” Each team nominates one rule to add; the group edits wording for clarity and fairness; finalizes a 10-rule poster (photo/export) to reuse in later modules.

Learning Outcomes:

List the nine elements of digital citizenship.
Apply elements to real online scenarios.

Brief Theory Overview:

Mike Ribble identifies nine elements that guide responsible participation online: access, commerce, communication, literacy, etiquette, law, rights & responsibilities, health & wellness, and security. Together, they highlight the wide range of digital behaviors, from how we shop, learn, and share, to how we protect ourselves and others.

Activity 2.1: Nine Elements Challenge

Description:

The “Nine Elements Challenge” introduces participants to the nine elements of digital citizenship (Access, Commerce, Communication, Literacy, Etiquette, Law, Rights & Responsibilities, Health & Wellness, Security). Participants are given real-life online scenarios and must match them with the correct element. This activity helps them understand how digital citizenship covers many aspects of online life, from protecting privacy to behaving respectfully. It also builds teamwork and discussion skills.

Materials Needed:

Printed Nine Elements Cards (titles of each element).
Printed Scenario Cards (20 sample situations).
Tables, wall space, or sticky notes for matching.
Markers for notes.
Online Tools (for virtual delivery), Jamboard or Miro with 9 labeled zones (one per element).
Pre-uploaded scenario sticky notes for participants to drag and drop.
Breakout rooms (Zoom/Teams) for group discussion.
Padlet wall with 9 columns as an alternative.

Time: 20 minutes

Goal	Co-create understanding of Ribble’s nine elements by applying them to real situations.
Format	Small groups → matching challenge → gallery & debrief
Group size	20–25 participants → teams of 4–5
Time	20 minutes (activity), allow 5-10 min setup + 10 min full-group debrief
In-person materials	Printed 9 element cards, scenario cards, large table/board, sticky notes, markers
Online tools	Miro / Jamboard / Padlet (board with 9 columns) + Zoom/Teams breakout rooms + Mentimeter for voting
Output	Board showing scenario → element matches; short group presentations; facilitator summary

The 9 card elements:

Digital Access: equitable access to technology and information.
Digital Commerce: buying, selling, and ethical transactions online.
Digital Communication: sending/receiving messages, online etiquette.
Digital Literacy: ability to find, evaluate, and use information.
Digital Etiquette: norms and manners for online behaviors.
Digital Law: legal responsibilities (copyright, privacy, abuse).
Digital Rights & Responsibilities: freedoms with corresponding duties.
Digital Health & Wellness: physical/psychological well-being online.
Digital Security: protecting data, devices, and identities.

Run-sheet format for physical + online activity

Min	Step	Trainer script / actions	Participant actions	Tools / Materials	Output
0–2 min	Set up & intro	“Today you are Digital Detectives. Each group will match scenarios to one of the nine elements. Focus on WHY the match fits.” Show the 9 element cards.	Listen; form groups	Element cards visible (board or slide)	Groups formed
2–3 min	Assign scenarios	“Each group gets 4 scenario cards. Discuss quickly and place each under the element you think fits best.” Explain the time limit.	Receive cards; open breakout (online)	Printed scenario cards / shared Jamboard frame	Groups start work
3–10 min	Group work	Circulate; prompt groups with questions: “What harm could occur? Which element helps prevent that?” (online: visit breakout rooms)	Discuss, place scenario under an element, add 1-line reason (sticky note)	Sticky notes / digital post-its	Draft matches with short reasons
10–14 min	Gallery walk / share	“Rotate/read others’ matches OR each group shares 1 scenario and their reasoning.” (online: groups rejoin main room and present)	Walk or listen; add one reaction (agree / question)	Dot stickers or Mentimeter poll	Peer feedback
14–18 min	Facilitator debrief	Pull key examples. Correct mismatches. “Why is this element the best fit? Could it be another?”	Ask/answer questions	Board with final matches	Consolidated understanding
18–20 min	Wrap & reflection	Quick exit question: “Name one element you’ll remember and why.”	Share one-sentence answers	None (or chat)	Verbal/Chat reflections

Example Scenario Cards (printable/online text):

You see a website selling concert tickets at very low prices; it asks for card details on an unfamiliar domain. (Digital Commerce / Digital Security)

A friend sends you a private photo and asks you not to share it, someone else reposts it publicly. (Digital Rights & Responsibilities / Digital Etiquette)

A viral post claims a new health care, but no sources or expert quotes are provided. (Digital Literacy)

A streamer shares a copywritten song in their video without permission and monetizes the stream. (Digital Law / Digital Commerce)

You receive a message claiming you won a prize and asking for your password to claim it. (Digital Security)

You spend hours scrolling late at night, skipping sleep and feeling anxious the next day. (Digital Health & Wellness)

An online forum blocks certain groups from joining because of their background. (Digital Rights & Responsibilities / Digital Access)

You message a teammate in all caps during a heated moment and they take offense. (Digital Communication / Digital Etiquette)

A site offers a “free” download but asks you to give personal info and sign up for marketing lists. (Digital Commerce / Digital Security)

Your school posts lecture recordings online but some students lack devices to access them. (Digital Access)

Answer key guidance (trainer notes):

Many scenarios map to two elements, encourage groups to justify their primary choice and acknowledge overlap.
Use probing questions: “What harm or benefit is central here?” “Which element would policy makers focus on?”
During debriefs illustrate how elements interact (Digital Literacy + Digital Security both reduce scams).

Physical set-up (how it should look on a table/room):

Center table: 9 large cards placed in a 3×3 grid, each titled with an element and a 1-line reminder. On one side: stack of scenario cards (face down). Each team station: sticky notes, pens, and a small clipboard with the element list. Wall/whiteboard: space for “final matches” and facilitator annotations.

Online set-up:

1. Create a new board with 9 frames or 9 columns labelled with each element.
2. Pre-add one example sticky note in each column as a model.
3. Create a column “Scenario bank” with scenario sticky notes (one cluster per group).
4. Share the board link with edit access; paste the link in the meeting chat.
5. In Zoom/Teams, open breakout rooms; assign each group a section of the board or a copy of the board frame.
6. Ask groups to drag scenarios into element columns and add a 1-line reason under each sticky note.
7. Use the board’s voting or comment feature to allow other groups to react during gallery walk.

Mentimeter/Polling: Using these tools to run a quick multiple-choice poll to select the most agreed element for 1-2 controversial scenarios.

Scoring & Gamification ideas:

Award 1 point per correct match and bonus for a strong justification (trainer judges).
Leaderboard on a flipchart or shared slide.
“Detective badge” digital sticker for winning team.

Assessment / Reflection prompts:

Short plenary: “Which element surprised you most and why?”
Exit ticket (chat or post it): “One practice I will change this week based on today’s activity.”
Informal rubric for facilitator: participation, reasoning quality, evidence of element understanding.

Adaptation tips:

Younger teens: use fewer elements (group some: combine Law + Rights into “Rules & Rights”). Use meme-based scenarios.
Older groups / university: add policy debate: “Which public policy best enforces X element?”
Short time: give teams 2 scenarios only and focus on high-quality debrief.

Accessibility & safeguarding notes:

Avoid real personal examples that require sharing private data in public boards. Use fictional names and redacted screenshots.
Offer options for text/audio responses for participants with different needs.
If a scenario raises personal distress (e.g., image sharing, harassment), pause and offer a private support channel.

Printable handout snippet

Top: Nine Elements List (one-line reminders).

Middle: 6 example scenarios (as above).

Bottom: Quick instructions: “Match each scenario to the element you think fits best. Be ready to explain in 30 seconds.”

Learning Outcomes:

Demonstrate everyday responsible online practices.
Create personal rules for ethical digital citizenship.

Brief Theory Overview:

Being a digital citizen means cultivating mindful daily practices. This involves reflecting thoroughly prior to sharing, verifying facts, treating others with respect, regulating screen time wisely, and safeguarding your online identity. Adopting these habits guarantees individual safety and fosters healthier, more uplifting online environments.

Activity 3.1: Digital Pledge Wall

Description:

The “Digital Pledge Wall” is a reflective and participatory activity that allows each participant to commit to practicing ethical digital citizenship. By writing personal rules for responsible online behavior, participants co-create a visual pledge that represents their shared values as a group. This activity emphasizes accountability, builds ownership of ethical practices, and creates a reminder that can be displayed or revisited later.

Materials Needed:

Large flipchart paper or wall space.
Sticky notes in different colors.
Markers.
Online Tools (for virtual delivery), Padlet board with a “wall” layout where each participant posts their pledge.
Jamboard/Miro with sticky-note feature for pledges.

Time: 15 minutes

Run-sheet format for physical + online activity

Min	Step	Trainer script / actions	Participant actions	Tools / materials	Output
0-1 min	Intro	“We’ll write one short personal rule, a practical pledge you can stick to online. Make it specific and doable.”	Listen	Slide with examples	Participants ready
1-3 min	Reflection prompt	“Take 60 seconds: think of one behavior you want to keep/change online this week.”	Reflect silently	Timer	Idea formed
3-7 min	Write pledge	“Write your pledge on a sticky note (max 1 sentence) use one of the starter stems if you like.”	Write pledge	Sticky note, marker (or digital sticky)	Individual pledge notes
7-10 min	Post to wall	“Place your pledge on the wall (or add it to the Padlet/Jamboard). Read 2–3 other pledges as you go.”	Post note; skim others	Wall or board	Collective wall appears
10-12 min	Gallery walk / quick share	“Walk the wall or scroll the board. Pick one pledge that inspired you and tell us who wrote it (or just read it aloud).”	Share aloud (2-3 volunteers)	Mic or gallery	2-3 shared pledges
12-14 min	Consolidate & photo	“We’ll take a photo of this pledge wall to keep. Would anyone like to pledge anonymously?” (remove names if needed)	Consent for photo / anonymity decisions	Phone/camera / export	Photo / export file
14-15 min	Close	“Which single pledge will you try this week? Type it in chat / tell us.”	Quick verbal/chat answer	Chat	Exit commitments

Optional extension (15-30 min):

Break into small groups to cluster similar pledges and craft a polished 10-rule Digital Citizenship Pledge poster to adopt for class/group.

Physical setup:

Use a long roll of flipchart paper across a wall or two connected flipcharts. Title at top: Digital Pledge Wall. Divide into 3 columns: Think, Check, Respect (optional clustering). Left of the wall: Pens & pile of sticky notes for participants. Use colored sticky notes to create a visually appealing poster (one color per theme). Right of the wall: Camera/phone to photograph final wall. The table is designed to capture participants’ personal rules for practicing ethical digital citizenship. Each participant writes their pledge, which is then linked to a core digital value such as respect, honesty, empathy, balance, or responsibility.

Pre-write title and three column headings (optional) on the flipchart.
Hand out sticky notes and pens as participants enter.
Read the one-minute reflection prompt aloud and start the timer.
Invite participants to write 1 pledge and post.
After everyone posts, invite gallery walk and 2-3 short shares.
Photograph the wall (respect anonymity requests).
Tape the wall up where participants can see it for the remainder of the day or print it as a poster for the room.

Participant / Group Name	Personal Rule / Pledge	Linked Ethical Value
Participant A	I will think before I post	Respect
Participant B	I will balance screen time with outdoor activities	Balance & Wellness
Participant C	I will fact-check before sharing content	Honesty & Responsibility

Example: Showing Wall Columns with Sticky Note Placement.

Think	Check	Respect
“Think before posting personal info.”	“Check links before clicking.”	“Respect others’ opinions online.”
“Consider privacy settings on social media.”	“Verify sources of messages.”	“Be kind in comments and chats.”
“Pause before reacting to online content.”	“Use secure accounts.”	“Report cyberbullying instead of ignoring it.”

Online setup:

Create a new Padlet and choose “Shelf”.
Title the Padlet: Digital Pledge Wall, [Group/Date]. Add short instructions in the description: Write one short pledge (1 sentence). Use starter stems if needed.
Configure settings:
- Privacy: Secret link or only participants with link can add.
- Posting: Allow comments (optional).
- Moderation: Turn moderation on if you want to review posts before publishing.
Add 3 columns or zones (Think / Check / Respect) as labels or leave open canvas.
Share the edit link or QR code in the meeting chat.
Instruct participants to click the + and type their pledge; they can add an emoji and set anonymity (Padlet supports display names).
After posting, enable grid or wall view for easy gallery walk.
Export: Padlet works as image / PDF to create a printable poster.

Padlet tips: Pre-add 3 example pledges so participants know the format.

Assessment & follow-up ideas:

Immediate: Quick poll or chat: “Which pledge will you try this week?” Collect responses.
Next session: Start with a 3-minute check-in: “Did you try your pledge? One success / one challenge.”.
Long-term: After 3 – 4 weeks, run a short reflection or survey on behavior changes.

Troubleshooting quick fixes:

If participants can’t post: check link permissions (edit access required).
If the board gets cluttered: ask participants to use one sticky per pledge and delete duplicates.
If sensitive content appears: remove it, pause the activity, and follow safeguarding protocol.

1.4. Resources & Materials Needed

Flipcharts, markers, sticky notes.
Scenario and element cards.
Handout: Digital Citizenship Principles.
Short video: “What is Digital Citizenship?”
Online tools (Mentimeter, Padlet, Jamboard).

1.5. Gamification Tools & Ideas

Kahoot quiz on ethical dilemmas.
Digital Pledge Wall as a collective game.
Scenario card challenge (group points for correct element-matching).

1.6. Assessment / Evaluation

Activity	Observation Focus	Reflection Questions	Outputs / Deliverables
Activity 1: Digital World Map	Engagement in group mapping and contributions to rules for each digital space.	1. What rules keep online communities safe and respectful? 2. How are online rules similar to offline rules?	Group “Digital City Map” with rules for each space.
Activity 2: Nine Elements Challenge	Ability to match scenarios to elements and explain reasoning.	1. Which element is most relevant to your own online life? 2. Which scenario was the hardest to place, and why?	Completed scenario-to-element matches (wall/table/Jamboard).
Activity 3: Digital Pledge Wall	Participation in group debate and quality of reasoning shared.	1. What values guided your choice in the dilemma? 2. How could your decision affect others online?	Group presentations of ethical choices linked to honesty, respect, empathy.

1.7. Facilitator Notes

Relating to Youth Contexts: Anchor discussions in the platforms participants use most (e.g., Instagram, TikTok, YouTube, Discord, online games). When presenting scenarios in activities (Digital World Map, Nine Elements Challenge, Ethics Dilemma), adapt them to trending online behaviors or local youth culture.

Encouraging Participation: Use an open, dialogic style to avoid long lectures. Encourage all voices by using small group work, spectrum lines, or anonymous sticky notes. Emphasize that there are no “perfect” answers, only values and reasoning to explore.

Handling Sensitive Issues: Be prepared for participants to share real experiences with cyberbullying, hate speech, or plagiarism. Respond with empathy, validate their feelings, and redirect toward learning (e.g., “What values could help prevent this?”). Set ground rules of confidentiality and respect at the start.

Adapting for Age & Experience: Younger participants (14-17): keep examples simple, use games, memes, and visual tools (Jamboard, Padlet). Older participants (18-25): introduce deeper concepts like ethical theories (e.g., utilitarianism, rights-based ethics), intellectual property rights, and global digital citizenship.

Linking Activities to Learning Outcomes:

Digital World Map: emphasize similarities between digital and offline communities.
Nine Elements Challenge: connect scenarios to the nine elements and show how they overlap in real life.
Digital Pledge Wall: encourage participants to see their commitments as personal takeaways and shared group responsibility.

Timing & Flow:

Keep activities within the suggested time, but remain flexible if rich discussions arise.
Use energizers or quick polls to re-engage if attention drops.
Close each activity with a clear debrief linking back to the module objectives.

Timing Suggestions:

Activity	Time	Breakdown	Management Tips
Digital World Map	15 min	5 min – Introduce “digital city” zones & instructions 7 min – Groups add rules to each space 3 min – Debrief: parallels between online & offline rules	Use a timer; limit groups to 1-2 rules per space; write directly on board or sticky notes to save time
Nine Elements Challenge	20 min	5 min – Introduce Nine Elements 10 min – Groups match scenario cards to elements 5 min – Trainer reviews matches & explains tricky cases	Give fewer cards if time is short; use Jamboard/Miro for faster matching; highlight only key lessons
Digital Pledge Wall	15 min	5 min – Introduce pledge idea & distribute materials 7 min – Participants write/post pledges 3 min – Trainer highlights common themes & closes	Keep pledges to one sentence; encourage creativity; save final wall (photo/screenshot) as takeaway

Use a visible timer (phone, screen, or whiteboard).
Assign a group leader or “timekeeper” in each team.
Keep energy high with transitions (short questions, energizers).
Prioritize quality over quantity: if discussion is rich, reduce the number of scenarios or examples rather than cutting reflection.

1.8. References/Literature

Ribble, M. (2015). Digital Citizenship in Schools: Nine Elements All Students Should Know. International Society for Technology in Education (ISTE). Retrieved from: (PDF) Digital Citizenship in Schools Second Edition
Council of Europe (2019). Digital Citizenship Education Handbook. Strasbourg: Council of Europe Publishing.
UNESCO (2018). Digital Literacy in Education: Policy Brief. Paris: UNESCO.
Ribble, M. (2015). Digital Citizenship in Schools: Nine Elements All Students Should Know. ISTE.
Common Sense Media (2020). Digital Citizenship Curriculum.

MODULE 2: ONLINE SAFETY AND PRIVACY PROTECTION

Duration:

60 minutes (short version)
120 minutes (extended version)

Target Group:

Young people aged 14-25

(20-25 participants)

2.1. Module Objectives

This module equips participants with the knowledge and tools to help youth safely navigate digital spaces. It focuses on developing skills to recognize online threats, protect personal data, and respond to issues such as cyberbullying and identity theft.

By the end of the session, participants will:

Understand common online threats including phishing, hacking, and identity theft.
Be able to support young people in managing privacy settings on social media.
Apply best practices for password creation and use two-factor authentication.
Respond appropriately to online harassment and guide youth in digital ethics.

2.2. Introduction

Today’s youth spend much of their lives online. They communicate, learn, and express themselves across digital platforms. However, this digital freedom also brings real risks: cyberbullying, online scams, privacy invasion, and more. As trusted adults, youth workers and educators play a key role in teaching safe, ethical online behavior. This module provides a comprehensive overview of online safety and privacy protection, with practical tools and interactive methods to help you guide youth in managing digital challenges. The module is grounded in the Finnish context but can be adapted to other settings. Participants will explore key digital threats, review data protection practices, and gain confidence in using real-life scenarios to model responsible behavior. With the help of case studies, discussions, and gamified learning tools, this session aims to empower educators to foster a culture of critical thinking and digital responsibility among youth.

2.3. Topics Within the Module

Learning Outcomes:

Recognize and define phishing, hacking, and identity theft.
Identify how these threats manifest in youth environments.

Brief Theory Overview:

Digital threats are often disguised as harmless content. Youth may receive fake emails, messages, or social media requests intended to steal personal information or access accounts. Phishing messages use urgency or fear to trick users. Hacking can result from weak passwords or unsecured Wi-Fi. Identity theft may involve using someone’s personal information to commit fraud or impersonation online. Moreover, an expansive study covering 38 nations, Finland included, revealed that underprivileged adolescents with weak learning abilities faced an increased likelihood of being targeted by email frauds.

Activity 1.1: Phishing Recognition Exercise

Description:

Participants view several real and fake emails/messages to identify red flags.

Materials Needed:

Sample messages (printed or on slides)

Time: 10 minutes

Run-sheet format for physical activity

Minute	What Happens	Example / Question for 14–25 age group
0-2 min	Facilitator introduces phishing and how it shows up in daily life.	“Have you ever got a DM on Instagram or Snapchat saying you won a prize?”
3-7 min	Participants review real vs. fake messages.	Fake: “Your Premium Account is ending, click here to keep our service for free.” Real example searched in google: A normal email from Spotify with correct details.
8-10 min	Group discussion of red flags spotted.	“What would make you suspicious about this email or DM?”

Activity 1.2: Group Scenario Discussion

Description:

Small groups discuss how to react to receiving suspicious messages.

Materials Needed:

Scenario cards

Time: 10 minutes

Run-sheet format for physical activity

Minute	What Happens	Example / Question
0-2 min	The facilitator gives scenario cards.	Example card: “You get a message on WhatsApp from an unknown number saying they’re your ‘friend’ who lost their phone, asking for your bank details.”
3-7 min	Groups discuss how to react.	“If this happened on TikTok or any other social media, what’s the smartest way to respond?”
8-10 min	Groups share answers, facilitators summarize safe actions.	“Who would you tell first if you got a message like this from friends, parents, or report it on the app?”

Learning Outcomes:

Apply secure password practices.
Set up two-factor authentication.

Brief Theory Overview:

Weak passwords are one of the main entry points for cyber attackers. A strong password includes a mix of letters, numbers, and symbols, and should be unique for every account. Two-factor authentication (2FA) adds a second step to logins, often via phone or email. Passwords should be changed regularly and never shared with anyone. Using a password manager can help safely store and generate complex passwords. Even strong passwords can be vulnerable if users click on suspicious links or fall for phishing scams.

Activity 2.1: Password Challenge

Description:

Participants create and test secure passwords using online tools.

Materials Needed:

Internet access
Password checker

Time: 10 minutes

Run-sheet format for physical activity

Step	Time	What Happens	Materials Needed	Example / Notes
Introduction	2 min	The facilitator explains why weak passwords are risky and what makes a strong password.	Slides or whiteboard	Q: “Why do you think hackers often succeed with simple passwords like ‘123456’ or “Password”?”
Password Creation	3 min	Participants create a new strong password for a hypothetical account. Encourage a mix of letters, numbers, symbols, and capitalization.	Pen and paper or device	Example: From “Summer2025” → “$umm3r!2025Hki”
Password Testing	3 min	Participants use an online password checker to test the strength of their passwords.	Internet access, password checker (e.g., HowSecureIsMyPassword.net)	Discuss how long it would take to crack the password; highlight weak vs. strong results.
Discussion & Feedback	2 min	Facilitator reviews key points, provides tips for creating memorable but strong passwords, and encourages enabling 2FA.	Slides or whiteboard	Tip: Use a phrase or favorite lyric and modify it with numbers/symbols.

Reflection Questions / Group Discussion:

How can we encourage youth to take ownership of their digital security?
What challenges do you see when introducing 2FA to young users?

Learning Outcomes:

Recognize online harassment and offer support.
Teach youth to manage privacy settings effectively

Brief Theory Overview:

Cyberbullying includes threatening messages, public shaming, or exclusion. It can occur across any digital platform. Privacy settings are often overlooked but provide essential control over who sees and interacts with content. Teaching youth to regularly check these settings builds both awareness and digital autonomy. Encouraging open communication with trusted adults helps young people feel supported when facing online harassment. Educating teens about reporting tools and block features empowers them to take action safely.

Activity 3.1: Social Media Settings Walkthrough

Description:

Review privacy settings on Instagram, TikTok, and Snapchat.

Materials Needed:

Screenshots or live demo

Time: 10 minutes

Run-sheet format for physical activity

Step	Time	What Happens	Materials Needed	Example / Notes
Introduction	2 min	The facilitator explains why privacy settings matter and how they protect against cyberbullying, stalking, and identity theft.	Slides or whiteboard	Example: “Changing who can see your posts can prevent strangers from contacting you.”
Platform Overview	2 min	Briefly introduce the main privacy features of Instagram, TikTok, and Snapchat.	Slides or printed screenshots	Instagram: Private account, close friends list. TikTok: Private account, comment filters. Snapchat: Who can contact you, story visibility.
Guided Walkthrough	4 min	Step-by-step demo on adjusting privacy settings on each platform, using either screenshots or a live demo on a device.	Screenshots or live device	Show how to set Instagram posts to “Friends Only,” TikTok comments to “Friends,” Snapchat story to “Custom.”
Participant Practice	1 min	Participants explore the settings on their own devices (if available) or review screenshots to identify privacy options.	Smartphones or printed screenshots	Encourage participants to find at least 3 settings they can adjust.
Discussion & Wrap-Up	1 min	The facilitator highlights key takeaways: why settings matter, how to update them regularly, and how to teach others.	None	Key point: Regularly review and update settings to maintain control over your online presence.

Activity 3.2: Online Safety Reflection

Description:

Participants share personal or professional experiences with online safety and how they handled them.

Materials Needed:

Padlet, flipchart, or digital board

Time: 10 minutes

Run-sheet format for physical activity

Step	Time	What Happens	Materials Needed	Example / Notes
Introduction	1 min	The facilitator explains the game: participants will quickly share experiences or safe responses to online scenarios.	None	“We’ll do a fast-paced sharing game called ‘Online Safety Snap’.”
Form a Circle / Teams	1 min	Participants stand or sit in a circle or small teams.	None	Works with 2–5 people per team.
Scenario Prompt	1 min	The facilitator gives a scenario aloud (can also write it on a board).	Whiteboard or verbal prompt	Scenario example: “You get a DM from someone you don’t know asking for your password.”
Snap Responses	5 min	Each participant quickly says one safe action (no repeating). Teams can “snap” fingers after each valid response.	None	Responses: “Ignore the message,” “Tell a trusted adult,” “Enable 2FA”
Quick Debrief	2 min	The facilitator highlights key correct actions and reinforces the importance of online safety.	None	Takeaway: “There are many ways to stay safe online; quick thinking helps prevent problems.”

Reflection Questions / Group Discussion:

What kinds of online harassment have your youth encountered?
How can we build trust so youth report problems early?

2.4. Resources & Materials Needed

Slides on online threats and phishing.
Sample phishing emails / messages.
Devices or printed guides for privacy setting tutorials.
Access to digital whiteboards or Padlet.
Handouts: Safe Internet Pledge, Password Tips.

2.5. Gamification Tools & Ideas

Kahoot Quiz: Recap of core concepts (phishing, 2FA, cyberbullying)
Padlet Board: Group brainstorm of online safety tips
Canva Poster Activity: Youth design “My Online Safety Rules” posters

2.6. Assessment / Evaluation

Name one type of online threat you’ve encountered.
Do you know how to adjust privacy settings on your favorite app?

Post-Assessment Questions:

Question 1: Name two safety steps for social media accounts.

Question 2: How will you use this training in your own work?

Feedback Form Table

Feedback Statements	Rating (1–5)	Comments / Suggestions
The module increased my confidence in online safety.	1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
I will use these tools in my daily life.	1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐

Legend for Rating:
1 = Strongly Disagree | 2 = Disagree | 3 = Neutral | 4 = Agree | 5 = Strongly Agree

2.7. Facilitator Notes

- Adapt examples to your group’s age and experience.
- Use breakout rooms in virtual settings for scenario work.
- Ensure a safe environment for discussing personal experiences.
- Invite participants to reflect on their own online habits.
- For Finnish users, mention national support services like Nettivihje, Pelastakaa Lapset, or Kyberturvallisuuskeskus.
- Facilitators can highlight national Safer Internet Centers, child protection helplines, and government-supported digital safety services that offer guidance, reporting channels, and support for online risks.
- They can also mention youth-focused helplines and online platforms that help prevent cyberbullying, exploitation, privacy issues, and promote safe, responsible use of technology.

2.8. References/Literature

Finnish National Cyber Security Centre. (n.d.). Kyberturvallisuuskeskus: Cyber security guidance and digital safety recommendations. September 4, 2025, Retrieved from https://www.kyberturvallisuuskeskus.fi/en
GDPR.eu. (n.d.). EU GDPR guidelines for educators: Data protection rights and responsibilities in the education sector. September 4, 2025, Retrieved from: https://gdpr.eu/gdpr-for-educators/
Mannerheim League for Child Welfare (MLL). (n.d.). Media education and online safety. Retrieved from: https://www.mll.fi/vanhemmille/mediakasvatus/
Save the Children Finland. (n.d.). Digital rights and safety toolkit: Children’s rights in the digital environment. Retrieved from: https://www.pelastakaalapset.fi/en/our-work/childrens-rights-in-the-digital-environment/

MODULE 3: CRITICAL MEDIA CONSUMPTION

Duration:

60 minutes (short version)
120 minutes (extended version)

Target Group:

Young people aged 14-25

(20-25 participants)

3.1. Module Objectives

This module will help participants become more conscious and analytical consumers of digital media. Through interactive activities, guided discussions, and real-life examples, participants will learn how to question the credibility of online content, recognize bias and manipulation, and make informed decisions when engaging with media.

By the end of the module, participants will:

Understand the difference between misinformation, disinformation, and fake news.
Be able to evaluate the credibility and reliability of digital content and sources.
Identify different types of media bias and manipulation techniques (e.g., framing, emotional appeal, clickbait).
Develop fact-checking and verification strategies using digital tools.
Recognize how algorithms and echo chambers affect media consumption.
Reflect on their own digital habits and make more responsible content-sharing choices.

Expected results for participants include:

Improved ability to critically analyze news articles, videos, and advertisements.
Increased awareness of how digital content is created and spread.
Strengthened capacity to detect false or misleading information online.
More mindful and responsible media engagement and sharing practices.
Empowerment to engage in meaningful conversations about media influence and truth.

3.2. Introduction

In today’s digital world, young people are constantly exposed to a massive flow of online content, from news articles and social media posts to videos and advertisements. While access to information is easier than ever, not all content is accurate, reliable, or neutral. Misinformation, disinformation, and biased reporting are widespread and can shape opinions, reinforce stereotypes, and even influence political and social decisions.

The module “Critical Media Consumption” introduces the concept of critical media consumption, helping participants understand how digital content is created, shared, and often manipulated. It provides tools and strategies to analyze media messages, detect bias, verify sources, and reflect on personal digital habits. Participants will also learn how algorithms and echo chambers influence what they see online, often limiting exposure to diverse perspectives.

For young people who spend a significant amount of time online, learning how to think critically about media is essential. It empowers them to make informed decisions, avoid being misled, and engage more responsibly with the content they consume and share. This module is especially relevant in an age where fake news and online manipulation can have real-world consequences, personally, socially, and politically.

3.3. Topics Within the Module

Learning Outcomes:

Define key terms such as fake news, misinformation, and disinformation, and explain the differences between them.
Identify common characteristics and red flags of fake or misleading content online (e.g., emotional headlines, unverified sources, poor design).
Recognize the motives behind the spread of misinformation, including political, financial, and social manipulation.
Understand the impact of fake news on society, public opinion, and personal decision-making.

Brief Theory Overview:

This section introduces the basic concepts and mechanisms behind fake news and misinformation, providing participants with the foundation needed to critically assess online content.

Definitions:

Fake news: Entirely fabricated or misleading content presented as legitimate news, often shared on websites or social media.
Misinformation: False or inaccurate information shared without the intent to deceive (e.g., repeating a rumor believed to be true).
Disinformation: Deliberately false information spread with the intent to manipulate or deceive audiences.
Hoax: A false story or event created to trick people, often for humor, attention, or disruption.

Key characteristics of fake or misleading content:

Emotion‑driven headlines or images.
Lack of credible sources or verification.
Poor visuals or editing (e.g., typos, odd formatting).
Clickbait language designed to evoke strong reactions (e.g. use of ALL CAPS or excessive punctuation – e.g., “SHOCKING!!!”).
Out-of-context images or videos.
Anonymous authors or unfamiliar websites.
Claims that play on fear, outrage, or urgency.

Intentionality behind fake news:

Financial profit: Generate ad revenue through high click rates.
Political influence: Sway public opinion, elections, or undermine trust.
Ideological reasons: Promote specific beliefs or values.
Social manipulation: Create panic, division, or target vulnerable groups.
Trolling or entertainment: Spread chaos for fun or attention.

Why it matters:

Fake news distorts public understanding of reality, undermines trust in media and institutions, and can lead to harmful real-life consequences, like spreading health misinformation, inciting hatred, or influencing elections. Young people, as frequent social media users, are particularly vulnerable to being exposed to and unknowingly sharing false content, making media literacy essential for their role as responsible digital citizens.

Activity 1.1: What do you really know? Exploring definitions with mentimeter

Description:

The activity uses live input through Mentimeter to explore participants’ existing understanding of key terms: fake news, misinformation, disinformation, and hoax. It encourages reflection, comparison of ideas, and sets the groundwork for deeper analysis. You, as the facilitator, will guide participants through each term based on their responses and then introduce short, clear definitions.

Materials Needed:

Mentimeter account.
Internet and projector/screen.
Prepared slides.
Flipchart or digital summary slide for final recap.

Time: 15 minutes

Run-sheet format for online activity

Step	Time	What Happens	Materials Needed	Example / Notes
Step 1 -Mentimeter Setup (Before Session)	N/A	Prepare 4 slides (one per term: fake news, misinformation, disinformation, hoax). Choose Word Cloud or Open-ended Question formats. Optionally add an Image Choice slide for quick voting.	Mentimeter account, computer, prepared slides	Example: Image Choice: Show 3 news headlines, ask “Which one is fake news?”
Step 2 -Instructions to Participants	2-3 min	Ask participants to go to menti.com and enter your code. Present the first word and have them input responses live.	Projector/screen, internet, prepared slides	Example prompt: “What comes to mind when you hear ‘fake news’?”
Step 3 – Live Input & Discussion	5-7 min	Allow participants to input responses; discuss common or surprising answers as they appear.	Mentimeter live feed, projector/screen	Encourage participants to explain why they submitted certain words.
Step 4 -Facilitated Reflection and Definition Sharing	5-7 min	After discussing responses, share the correct definition of each term. Use simple comparisons to clarify distinctions.	Prepared definitions slide or flipchart	Example: “Misinformation is sharing wrong info by mistake; disinformation is sharing it on purpose.”
Step 5 – Wrap-up Summary	2-3 min	Summarize all 4 terms side by side on a slide or flipchart. Ask participants to reflect on which term is most dangerous and why.	Flipchart or digital summary slide	Discussion prompt: “Which one do you think is most dangerous

Activity 1.2: What do you really know? Exploring definitions with flipcharts

Description:

The activity introduces the key terms, like “fake news”, misinformation, disinformation, and hoax, thus engaging participants in a reflective and collaborative brainstorming exercise. Instead of using digital tools, participants contribute their ideas using sticky notes or directly on flipcharts. This fosters group discussion, surfaces common misunderstandings, and allows for facilitator-led clarification of each concept.

Materials Needed:

4 flipchart sheets or large papers.
Markers and/or sticky notes (ideally in different colors).
Tape (to post flipcharts around the room if needed).
Optional: printed summary handout of the definitions.

Time: 15 minutes

Run-sheet format for physical activity

Step	Time	What Happens	Materials Needed	Example / Notes
Step 1 Setup (Before Session)	N/A	Prepare 4 flipcharts or large sheets of paper, each labeled with one term: Fake News, Misinformation, Disinformation, Hoax. Set out markers or sticky notes in different colors.	4 flipcharts, markers, sticky notes, tape, optional printed summary handout	Ensure flipcharts are spaced around the room for easy rotation.
Step 2 Participant Input	10-12 min	Divide participants into small groups (4-5 per group). Groups rotate between flipcharts (2-3 minutes per chart), writing ideas, examples, or thoughts on sticky notes or directly on the paper. Encourage honesty; no right or wrong answers.	Sticky notes or markers	Example prompt: “Write what comes to mind when you hear ‘fake news.’ Include examples if you can.”
Step 3 Gallery Walk & Group Discussion	10 min	Invite participants to walk around and read all contributions. Facilitator leads discussion: What patterns do you notice? Any surprising or confusing answers? Do terms seem similar or different?	Flipcharts with participant notes	Highlight recurring themes or misunderstandings for discussion.
Step 4 Clarify with Definitions	5-7 min	Share correct, simple definitions for each term. Write next to participant notes or on a separate summary flipchart. Optionally distribute a handout or visual card.	Flipcharts, markers, optional printed handouts	Example comparison: “Misinformation is sharing wrong info by mistake; disinformation is sharing it on purpose.”
Step 5 Wrap-Up Reflection	3-5 min	Ask participants which term they think causes the most damage and why. Collect 2-3 short answers from volunteers to close the activity.	None	Prompt: “Which of these terms do you think is most dangerous online.

Activity 1.3: Real or not? The news detective challenge

Description:

Participants act as “news detectives” and must work in teams to assess a set of articles, headlines, or social media posts to determine which are trustworthy and which may be misleading or fake. They’ll use a checklist to evaluate each source, present their findings, and reflect on the challenges of spotting misinformation.

Materials Needed:

Printed news articles (real and fake) OR access to a screen/device for each group
Worksheet for each group: “News Detective Checklist” (printed or digital).
Pens/markers.

Time: 25 minutes

Run-sheet format for physical + online activity

Step	Time	What Happens	Materials Needed	Example / Notes
Step 1 Introduction	5 min	The facilitator introduces fake news, misinformation vs disinformation. Prompt participants: Have you ever shared something online that wasn’t true? Explain why recognizing fake news is important.	Slides, whiteboard	Example discussion: “Why do you think people share false news online?”
Step 2 Group Work	15 min	Divide participants into small groups. Each group receives 3-4 sample news stories (printed or digital). Teams use the “News Detective Checklist” to evaluate each piece: credibility, sensationalism, supporting facts, cross-checking, bias/emotional language. Groups discuss and decide if each story is real, misleading, or fake. Write 1-2 justifications per article.	Printed articles or digital access, “News Detective Checklist” worksheet, pens/markers	Checklist prompts: “Is the source credible?” “Are the headlines sensational?”
Step 3 Present Findings	10-15 min	Each group shares one analyzed article and explains their verdict. The facilitator confirms whether the story is real or fake, emphasizing common red flags.	Whiteboard or projector	Example: “This article claims a celebrity endorses a miracle diet. The source is unreliable, no evidence, emotional language → Fake.”
Step 4 -Debrief & Reflection	10 min	The facilitator leads a discussion using reflection questions: Which red flags were easiest/hardest to spot? How can you apply this in daily life?	Whiteboard, flipchart	Encourage participants to share personal experiences spotting misinformation.

Reflection Questions / Group Discussion:

How did your initial understanding of terms like fake news, misinformation, and disinformation influence the way you evaluated the articles during the News Detective activity
After exploring the definitions and analyzing real examples, what skills or habits do you think are most important for identifying and avoiding false or misleading information in daily life?

Learning Outcomes:

Define different types of media bias (e.g., selection bias, framing bias, confirmation bias).
Identify signs of bias in digital content, such as loaded language, imbalance in coverage, or omission of facts.
Understand how personal beliefs and algorithms can reinforce confirmation bias.
Evaluate the reliability and objectivity of digital media sources

Brief Theory Overview:

This section introduces participants to the concept of bias in digital media and explores how it shapes our perception of reality. Bias refers to a partial or prejudiced presentation of information, sometimes intentional, sometimes subconscious, that influences how news stories are written, selected, and framed. While bias is not always deceptive like fake news, it can still distort facts and limit critical understanding. Social media algorithms, personal preferences, and political ideologies can all reinforce confirmation bias, where individuals seek out and believe content that supports their existing views. By learning to recognize bias, participants become more conscious of their media consumption and more equipped to assess content critically.

Definitions:

Media bias: The presence of prejudice or partiality in how news and information are presented.
Selection bias: Choosing to report some facts while omitting others.
Framing bias: How a story is told (language, structure, angle) to shape audience interpretation.
Confirmation bias: The tendency to seek out or interpret information in a way that confirms existing beliefs.

Key indicators of bias in digital media:

Emotionally loaded or one-sided language.
Lack of multiple perspectives or missing context.
Imbalanced sources (e.g., quoting only one side of a conflict).
Sensationalist or misleading headlines.
Visual framing (e.g., photo choice that implies judgment).
Reliance on stereotypes or generalized statements.

Why it matters:

Media bias can subtly shape our beliefs, reinforce stereotypes, and polarize public opinion. In the digital age, where algorithms tailor content to user’s preferences, we are often exposed only to information that aligns with our views, creating echo chambers and reducing exposure to alternative perspectives. Understanding bias helps young people become critical consumers of information and contributes to healthier, more informed democratic dialogue.

Activity 2.1: Compare the headlines

Description:

In this activity, participants compare how different news outlets report the same story to identify signs of media bias. By analyzing headlines, word choices, and framing, they will understand how even factual content can be presented in a biased way depending on the outlet’s perspective or agenda. This comparison encourages critical thinking and close reading.

Materials Needed:

Printed or digital copies of 2-3 headlines or short articles reporting the same event from different news outlets (with different tones/perspectives)
“Bias Analysis Worksheet” (table with prompts: headline, source, language used, missing information, framing, etc.)
Pens

Time: 20/25 minutes

Run-sheet format for physical + online activity

Step	Time	What Happens	Materials Needed	Example / Notes
Step 1 Introduction	3 min	The facilitator explains that bias doesn’t always mean fake news. Introduce the idea of bias in tone, language, and framing.	Slides or whiteboard	Example prompt: “Even factual stories can be presented differently depending on the outlet.”
Step 2 Explanation	5 min	The facilitator gives an example of the activity. In a slide put two headlines regarding a different topic then the one given to the participants and complete orally the worksheet.	Slides
Step 3 Group Work	10 min	Divide participants into small groups. Distribute 2–3 headlines/articles about the same event from different sources. Groups complete the Bias Analysis Worksheet focusing on emphasis, omissions, language, framing, and images.	Printed/digital articles, Bias Analysis Worksheet, pens	Worksheet prompts: “What is emphasized? What’s missing? What tone is used?”
Step 4 Sharing & Debrief	5 min	Each group shares one key insight. Facilitator summarizes examples of bias identified and links them to types of bias (framing, selection, confirmation).	Whiteboard or projector	Example discussion: “One outlet focused on positive outcomes, another on negative impact — that’s framing bias.”

Activity 2.2: Spot the bias - Kahoot

Description:

An interactive quiz where participants read short media excerpts or headlines and try to identify if and how bias is present. Through real-world examples, they will learn to recognize subtle biases in language, source choice, and visual framing. The activity will use the tool Kahoot.

Materials Needed:

Kahoot
Projector or shared screen
Wi-fi
Smartphones/tablets

Time: 15 minutes

Run-sheet format for physical + online activity

Step	Time	What Happens	Materials Needed	Example / Notes
Step 1 Introduction	2-3 min	The facilitator explains the quiz format, rules, and how participants will interact using Kahoot.	Kahoot account, projector/shared screen	Example prompt: “You’ll read short headlines or excerpts and select the type of bias you notice.”
Step 2 Kahoot Quiz	10 min	Participants answer quiz questions via Kahoot. After each question, pause to explain the correct answer and briefly discuss why it reflects bias (or not).	Kahoot, projector, Wi-Fi, smartphones/tablets	Example: A headline exaggerates facts to provoke emotion → discuss framing bias.
Step 3 Wrap-up Discussion	5 min	The facilitator asks participants which questions were most challenging and what strategies helped recognize bias.	None	Example prompt: “Which headline was hardest to evaluate and why?”

Reflection Questions / Group Discussion:

How did the language, tone, or framing used in the examples you analyzed influence your perception of the events or people involved?
After these activities, what strategies will you use to detect and question bias in the media you consume every day?

Learning Outcomes:

Apply basic fact-checking techniques to verify the accuracy of digital content (e.g., reverse image search, cross-referencing sources).
Recognize the signs of credible vs. unreliable sources online.
Use digital tools to evaluate the origin, purpose, and trustworthiness of information.

Brief Theory Overview:

This section introduces essential concepts and tools for evaluating the credibility of online content. It helps participants understand how to assess digital information using practical fact-checking techniques and critical thinking.

Definitions:

Credible source: A source that is trustworthy, well-documented, transparent, and backed by evidence.
Fact-checking: The process of verifying information by consulting multiple reliable sources or using tools to confirm authenticity.
Reverse image search: A method to trace the origin or previous use of an image to identify whether it’s been taken out of context or manipulated.

Key signs of credible content:

Clear authorship and reputable source.
Recent publication or updated information.
Cited sources and evidence.
Balanced tone without emotional manipulation.
Consistency with information from other reputable outlets.

Why it matters:

Misleading content often appears credible and spreads quickly. Learning to evaluate sources empowers young people to navigate the digital world safely, resist manipulation, and share only verified information.

Activity 3.1: Real or Not?

Description:

Participants work in small groups to evaluate the credibility of a digital post or article using a simplified fact-checking checklist. They apply basic techniques (such as reverse image search, looking up the source, or checking the date) and decide whether the content is trustworthy, misleading, or false.

Materials Needed:

Printed screenshots of social media posts, news headlines, or images (real and fake examples).
“Source Credibility Checklist” handout (with prompts: Author? Source? Evidence? Tone? Image origin?)
Prepared fact sheets.

Time: 25 minutes

Run-sheet format for physical + online activity

Step	Time	What Happens	Materials Needed	Example / Notes
Step 1 Introduction	5 min	The facilitator explains why evaluating credibility matters and how false content can appear legitimate.	Slides, whiteboard	Prompt: “Why do you think some false news looks real?”
Step 2 Distribute Cases & Checklist	3 min	Give each group a case (digital post or article) and the “Source Credibility Checklist.”	Printed screenshots, checklist handout	Checklist prompts: Author? Source? Evidence? Tone? Image origin?
Step 3 Group Evaluation	10 min	Groups analyze the content using the checklist to decide if it’s credible, misleading, or false.	Printed cases, checklist, pens	Encourage teams to take notes and discuss evidence.
Step 4 Group Discussion	10 min	Each group shares their evaluation and explains the reasoning behind their conclusion.	Whiteboard or projector	Example discussion: “The image was old and taken out of context; source unknown → misleading.”
Step 5 Final Feedback	5 min	The facilitator confirms findings, highlights key credibility indicators, and discusses manipulation techniques.	Fact sheets, slides	Key takeaway: Check author, date, source, and supporting evidence before trusting online content.

Activity 3.2: Online Safety Reflection

Description:

Participants take part in a quiz (Bamboozle) that simulates real-world scenarios involving online content. Each question asks how they would verify a piece of information, guiding them to apply critical thinking and digital tools.

Materials Needed:

Quiz platform (Bamboozle)
Prepared quiz with short scenarios, headlines, or images
Projector or shared screen

Time: 15 minutes

Run-sheet format for physical + online activity

Step	Time	What Happens	Materials Needed	Example / Notes
Step 1 Quiz Preparation (Before Session)	N/A	The facilitator prepares the quiz simulating real-world online content scenarios.	Quiz platform (Bamboozle), prepared scenarios (headlines, images)	Example scenario: A viral post shows a celebrity endorsing a diet — how would you verify it?
Step 2 Quiz Explanation	2 min	The facilitator explains how the quiz works, rules, and how participants will interact.	Projector or shared screen	Example: “You’ll work in small groups and choose the verification method you’d use.”
Step 3 Quiz Time	10-15 min	Participants in small groups answer scenario questions. After each answer, the facilitator explains the correct approach and how the tool/method works.	Quiz platform, projector, screen, small group setup	Verification methods: reverse image search, check source’s “About” page, cross-check other outlets.
Step 4 Final Reflection	5 min	Facilitator leads reflection discussion: Which questions were hardest? What surprised participants?	None	Prompt: “Which verification method do you think you’ll use most in your daily life?”

Reflection Questions / Group Discussion:

What made it difficult or easy to determine whether a piece of content was credible during the activities?
How can the tools and techniques you used today help you respond when someone shares questionable information with you?

Learning Outcomes:

Reflect on their role in the spread or prevention of misinformation through content-sharing habits.
Define media literacy and differentiate between misinformation and disinformation.
Identify and reflect on their habits of content sharing.
Apply strategies to verify content before sharing.
Understand the impact of irresponsible content sharing on individuals and society.

Brief Theory Overview:

This section introduces the concept of media literacy and its importance in recognizing and preventing the spread of misleading information. Media literacy involves the ability to access, analyze, evaluate, and create media across platforms.

Definitions:

Media Literacy: The ability to access, analyze, evaluate, and create media in a variety of formats. It empowers individuals to think critically about media messages and their impact.
Emotional Manipulation: The use of exaggerated language, sensationalism, or imagery to influence emotions rather than present balanced or factual information.
Responsible Content Sharing: The practice of intentionally verifying information, understanding its context, and considering its potential impact before reposting, forwarding, or publishing it online.

Key sign of media literacy.

Source Awareness: Recognizing bias, transparency, and credibility in media outlets.
Timeliness: Ensuring the information is current, not outdated or recycled.
Visual Literacy: Examining images and videos for authenticity, context, and manipulation.
Ethical Sharing: Choosing not to spread content that lacks verification or promotes harm.
Recognizing Manipulation Tactics: Spotting emotionally charged language or misleading headlines designed to provoke.

Why it matters:

Media literacy and responsible content sharing are essential for navigating today’s digital landscape safely and ethically. They empower individuals to critically evaluate online content, detect false or misleading information, and prevent the spread of harmful narratives that can impact communities and trust.

Activity 3.1: Fakebook

Description:

This workshop builds media literacy by simulating how fake news spreads online. Participants roleplay as different social media users, comment on fake headlines, and reflect on how digital behavior influences responsible content sharing.

Materials Needed:

Printed fake news headlines.
Role cards (e.g., influencer, troll, truth talker, politician, entrepreneur, average user).
Sticky notes and pens.

Time: 30 minutes

Run-sheet format for physical + online activity

Step	Time	What Happens	Materials Needed	Example / Notes
Step 1 Set the Scene	2 min	Post fake news headlines around the room.	Fake news, board, tape
Step 2 Assign Roles	2 min	Secretly give each participant a role card with instructions on how to behave online.	Printed role cards
Step 3 Commenting Round	10 min	Participants write comments on sticky notes based on their role and place them under the headlines.	Printed fake news, sticky notes, board, pens
Step 4 Second Round	7-10 min	Respond to others’ comments while staying in character.	None
Step 5 Final Reflections	5 min	Reflect together on how different roles influenced the spread or correction of misinformation, and discuss strategies for responsible content sharing.	None	Prompt: “How did you feel in playing the role assigned to you?” “What roles did you recognize in the comments?” “Do you recognize yourself in some other role here described?”

Activity 3.2: Think before you post

Description:

This activity encourages students to reflect on their role in spreading online content. Through interactive group work, they examine simulated posts, discuss strategies to avoid misinformation, and create personal guidelines. The goal is to foster critical thinking, ethical digital behavior, and awareness of online consequences.

Materials Needed:

Whiteboard
Printed post
Sticky notes
Markers or pens
Tape

Time: 25 minutes

Run-sheet format for physical + online activity

Step	Time	What Happens	Materials Needed	Example / Notes
Step 1 Introduction	3 min	Display a provocative post. Students reflect in pairs: What emotions does it trigger? Would you share it and why?	Whiteboard, printed post	Example prompt: “This post claims a new miracle cure exists. How does it make you feel?”
Step 2 Analysis	7 min	Students work in small groups with a brief post/comment. Assess source credibility, verifiability, and potential harm.	Printed posts/comments, pens	Example questions: “Is the source clear? Could this mislead someone?”
Step 3 Creative Brainstorming	7 min	Groups create 3 personal/team rules for sharing online. Write rules on sticky notes and post them on the classroom board.	Sticky notes, markers, tape	Example rule: “I will check the source before sharing any news.”
Step 4 Wrap-Up	5 min	Students read their rules aloud. The teacher leads a short discussion on the importance of responsible sharing.	Whiteboard, posted sticky notes	Key takeaway: “Think critically before sharing to prevent spreading misinformation.”

Reflection Questions / Group Discussion:

Who do you trust and why?
How can we make smarter and kinder choices in what we share online? Why does it matter?

3.4. Resources & Materials Needed

Topic 1 Title: Identifying fake news and misinformation.
Activity 1 (Online Version): What Do You Really Know? Exploring Definitions with Mentimeter	– Instruction for Mentimeter use – Slide options and questions
Activity 1 (Offline Version): “What Do You Really Know?” Exploring Definitions with Flipcharts	– Definitions sheet
Activity 2: Real or not? The news detective challenge	– News Detective Checklist – Ready examples of fake and real articles
Topic 2 Title: Understanding bias in digital media.
Activity 1: Compare the headlines	– Set of headlines from real life showing the same news – Bias Analysis Worksheet
Activity 2: Spot the Bias Kahoot	– Kahoot instructions – Questions and materials to create a quiz
Topic 3 Title: Evaluating credibility of online sources.
Activity 1: Real or Not? Source Analysis Challenge	– Source Credibility Checklist – Screenshots of social media posts, news headlines, and images (real and fake examples)
Activity 2: Fact-Check It! Interactive Quiz	– Prepare the quiz on Bamboozle
Topic 4 Title: Media literacy and responsible content sharing.
Activity 1: Fakebook	– Fake news – Role cards
Activity 2: Think before you post	– Provocative posts examples

3.5. Assessment / Evaluation

No formal evaluation or grading will be conducted. The aim is to deepen participants’ understanding of:

Key concepts like fake news, misinformation, bias, and credibility.
How and why misinformation spreads.
Their habits and decision-making when sharing content online.

Rather than measuring performance, facilitators will:

Listen to group discussions and reflections.
Encourage questions and honest reactions.
Use some materials as informal indicators of engagement and comprehension.

This approach supports a safe learning environment where curiosity, participation, and personal growth are the priority.

Evaluation activity example: Evaluation Activity with Dixit Cards

At the end of the session, participants select three Dixit cards that represent their main learnings, insights, or feelings from the day. Each person briefly shares why they chose those cards, using the images as metaphors to reflect on their experience. This creative and visual method encourages self-expression, deeper reflection, and collective sharing of learning outcomes.

3.6. Facilitator Notes

Create a safe space: Emphasize that all contributions are welcome and there’s no judgment.
Use real-world examples: Tailor examples to the age, interests, or cultural context of your group.
Encourage participation: Use pair work, small groups, and teams’ “competitions” to keep energy high.
Time cues: Use a timer or visual countdown to keep activities on track.
Flexibility: Be ready to shorten or extend discussions based on engagement.

Timing suggestions

Activity	Suggested time
Exploring definitions – Mentimeter & offline	15 minutes
The news detective challenge	25 minutes
Compare the headlines	20/25 minutes
Spot the bias – Kahoot	15 minutes
Source analysis challenge	25 minutes
Fact-check it – interactive quiz	15 minutes
Fakebook	25/30 minutes
Think before you post	25 minutes

Adaptation tips for different groups:

High School Students:

Use memes, TikTok-style posts, or youth-relevant examples
Keep definitions simple and use visual aids

Gamify with Kahoot and Bamboozle to boost engagement

University Students:
Include current events and academic sources
Encourage deeper analysis and debate-style discussions
Use Wayground for realistic verification scenarios

International Groups:

Provide translated definitions or visuals.
Use simplified language and allow extra time for reading.
Encourage the sharing of cultural examples of misinformation.

3.7. References/Literature

European Commission (2018). Final report of the High-Level Expert Group on Fake News and Online Disinformation | Shaping Europe’s digital future. [online] digital-strategy.ec.europa.eu. Retrieved from : Final report of the High Level Expert Group on Fake News and Online Disinformation | Shaping Europe’s digital future
Facts Flow – How to research on the web if information is fact or fiction. (2023). Fact-Checking: Techniques and Tools for Verifying Information – Facts Flow. Retrieved from: Fact-Checking: Techniques and Tools for Verifying Information – Facts Flow
Kahoot (2019). Kahoot! Learning Games, Make Learning Awesome! Available at: https://kahoot.com .
Mentimeter. (n.d.). Interactive presentation software. Available at: https://mentimeter.com .
Morrissette, E., McKeon, G., Louie, A., Luther, A. and Fagen, A. (2022). Media Bias. pressbooks.pub, [online] 6(3). Retrieved from: Media Bias – Introduction to Media Studies.
Nikolopoulou, K. (2022). What Is Selection Bias? Definition & Examples. Retrieved from: What Is Selection Bias? | Definition & Examples
Nikolopoulou, K. (2022). What Is the Framing Effect? | Definition & Examples. Retrieved from: https://www.scribbr.com/research-bias/framing-effect/.
Pennycook, G. and Rand, D.G. (2019). Fighting misinformation on social media using crowdsourced judgments of news source quality. Proceedings of the National Academy of Sciences, 116(7), pp.2521–2526. Retrieved from: Fighting misinformation on social media using crowdsourced judgments of news source quality | PNAS
Peters, U. (2020). What Is the Function of Confirmation Bias? Erkenntnis, [online] 87(3), pp.1351–1376. Retrieved from: What Is the Function of Confirmation Bias? | Erkenntnis
Qerimi, G., Jahiri, M., Ujkani, B. and Zeneli, A. (2023). Media Literacy and Young People’s Digital Skills. International Journal of Emerging Technologies in Learning (iJET), 18(07), pp.50–61. Available at: Media Literacy and Young People’s Digital Skills | International Journal of Emerging Technologies in Learning (iJET) .
Sethi, D.V. (2024). Understanding Media Bias: A Comprehensive Analysis. [online] Researve. Retrieved from: Understanding Media Bias: A Comprehensive Analysis.
Chrysalis Wright, Lesley-Anne Ey, K. Megan Hopper and Wayne Warburton (2024), The Importance of Media Literacy: Getting the Most from the Digital World, Cambridge Scholars Publishing. Retrieved from: 978-1-5275-5630-0-sample.pdf

MODULE 4: DIGITAL FOOTPRINT

Duration:

60 minutes (short version)
120 minutes (extended version)

Target Group:

Young people aged 14-25

(20-25 participants)

4.1. Module Objectives

In today’s connected world, every online action leaves a lasting mark. Understanding and managing your digital footprint is essential for both personal and professional growth. This module will guide participants in navigating their online presence with awareness and intention.

By the end of the module, participants will:

Understand what a digital footprint is and its impact on future opportunities.
Recognize how their online actions shape personal and professional reputations.
Apply strategies to manage and improve their digital identity.
Reflect on their digital presence and make intentional choices online.

Expected results for participants include:

Increased awareness of their online behavior and its consequences.
Enhanced ability to curate a positive and professional digital image.
Improved decision-making regarding what to share and post online.
Greater confidence in managing and protecting their digital presence.

4.2. Introduction

In today’s digital age, everything we do online leaves a trace, our digital footprint. From social media posts to search histories, young people are constantly building an online image, often without realizing it. This module helps participants understand what kind of information is being collected, how it might impact their lives in the future, and how they can take control of their digital identity. Learning to manage one’s online presence is key to protecting privacy, enhancing opportunities, and building a positive reputation.

4.3. Topics Within the Module

Learning Outcomes:

Define active and passive digital footprints.
Recognize how digital traces are created.

Brief Theory Overview:

A digital footprint is the trail of data you leave when using the internet. This includes things you post knowingly (active) and data collected automatically (passive), such as IP address or location.

Activity 1.1: Digital Footprint Detective

Description:

In this activity, participants search their name online (or explore fictional profiles) to see what information is publicly accessible about them. By analyzing search results, images, social media posts, and other digital traces, participants will identify both active (posted by themselves) and passive (collected automatically) digital footprints. This encourages reflection on their online presence and understanding of how it can affect personal and professional reputations.

Materials Needed:

Smartphones, laptops, or printed screenshots of search results
“Digital Footprint Analysis Worksheet” (prompts include type of footprint, source, impressions, surprises, and professional/personal impact)
Badges for gamification (printed or digital) for achievements like ‘Most Professional Result’, ‘Biggest Surprise’, or ‘Most Posts Found’

Time: 15-20 minutes

Run-sheet format for physical + online activity

Step	Time	Instructions / Details	Activity	Materials Needed
1	3 min	Introduce digital footprints, explaining active vs. passive. Highlight why online presence matters for personal and professional reputation.	Group discussion / mini-lecture	None
2	5 min	Participants search their name online (or explore fictional profiles) to see what information is publicly accessible.	Online search	Smartphones, laptops
3	5 min	Record findings using the worksheet. Note type of footprint, source, impressions, surprises, and potential impact.	Fill out “Digital Footprint Analysis Worksheet”	Digital Footprint Analysis Worksheet, pens (if printed)
4	5 min	Reflect individually on discoveries. Optionally share key findings with the group to discuss surprises or positive aspects.	Individual reflection & group discussion	Worksheet, optional projector or board for sharing
5	2 min	Award badges for achievements like ‘Most Professional Result’, ‘Biggest Surprise’, or ‘Most Posts Found’. Reinforce positive strategies for managing digital footprints.	Gamification & recognition	Badges (printed or digital)

Example worksheet table

Type of Footprint	Source / Platform	Impression / Observation	Surprise Factor	Professional / Personal Impact
Active	LinkedIn	Professional profile with work experience	None – expected	Positive enhancement of professional image
Active	Instagram	Personal photos from vacation	Some private posts visible	Minor personal impact; adjust privacy settings
Passive	Google search result	Old forum posts from 5 years ago	Surprised these are still visible	Could affect professional reputation if viewed by employers
Passive	Location data via Google Maps	Shows places visited recently	Didn’t realize this was public	Privacy concern, like minimal professional impact
Active	Twitter	Tweets on hobbies and opinions	Some unprofessional language	Could affect professional image; consider review or deletion

Reflection Questions / Group Discussion:

What surprises did you encounter about your digital footprint, and how might this affect your personal or professional reputation?
Which types of online content do you think are most important to manage carefully, and why?

Learning Outcomes:

Recognize how online choices shape public perception.
Learn principles of digital self-branding.

Brief Theory Overview:

Digital identity reflects your values, interests, and goals. With intention and awareness, young people can present themselves positively online. Understanding how to craft a positive digital identity helps enhance professional reputation, personal credibility, and social interactions.

Activity 2.1: Digital Identity Mood Board

Description:

In this activity, participants create a visual board, either physical (using magazines, paper, and markers) or digital (using tools like Canva or Padlet), to represent their ideal online image. By choosing images, words, colors, and symbols, participants explore how they want to be perceived online and practice principles of digital self-branding. Peers provide feedback and vote anonymously to reinforce engagement and reflection.

Gamification:

Participants earn recognition in categories such as:

Most Inspiring.
Most Creative.
Most Authentic.

Materials Needed:

Physical: Magazines, paper, scissors, glue, markers
Digital: Canva, Padlet, or other digital board tools

Time: 15 minutes

Run-sheet format for physical + online activity

Step	Time	Instructions / Details	Activity	Materials Needed
1	2 min	Introduce the concept of digital identity and self-branding. Explain why intentional online presence matters.	Mini-lecture / discussion	None
2	1 min	Explain the mood board task and demonstrate examples (physical or digital).	Explanation & demo	Sample boards, projector (optional)
3	7 min	Participants create their mood board representing their ideal online image. Encourage them to think about values, interests, and goals.	Create mood board	Magazines, paper, markers, scissors, glue OR Canva/Padlet
4	3 min	Peers review boards anonymously and vote in categories such as ‘Most Inspiring’, ‘Most Creative’, or ‘Most Authentic’.	Peer voting	Voting slips or digital poll tool
5	2 min	Reflection and discussion: participants share insights on how the activity connects to managing a positive digital identity.	Group reflection	Boards, worksheets (optional)

Example Mood Board Table

Element	Description / Choice	Reason / Reflection
Images	Pictures of teamwork, volunteering, and hobbies	Showcases collaborative skills and personal interests
Words / Quotes	“Innovative”, “Responsible”, “Curious”	Represents values participants want others to associate with them
Colors / Themes	Blue and green tones	Convey calmness, trustworthiness, and growth
Symbols	Laptop, globe, book	Represents learning, digital skills, and global awareness
Overall Impression	Professional yet approachable	Aligns with personal goals for digital identity

Reflection Questions / Group Discussion:

How does the image you created in your mood board align with the way you currently present yourself online?
What changes could you make to better reflect your values, interests, and goals in your digital identity?

Learning Outcomes:

Identify risks to digital reputation.
Practice crisis management strategies.

Brief Theory Overview:

Content posted online can significantly affect job applications, university admissions, and personal reputation. Youth need strategies to recognize potential risks and manage digital crises effectively. Understanding how to respond to online challenges is key to maintaining a positive digital presence.

Activity 3.1: Reputation Rescue - Scenario Game

Description:

In this activity, participants work in teams to respond to online crisis scenarios. Each team draws a card or selects a slide presenting a scenario, such as an inappropriate tag, an old controversial post resurfacing, or a misinterpreted comment. Teams discuss and devise a recovery plan to address the issue, considering actions, communication, and lessons learned. This encourages teamwork, problem-solving, and practical application of online reputation management strategies.

Gamification:

Teams earn points based on 4 following points:

Creativity of solution.
Effectiveness of recovery plan.
Clarity and presentation of ideas.
Points are tracked on a scoreboard to encourage friendly competition.

Materials Needed:

Scenario cards or slides.
Scoreboard (optional).

Time: 20 minutes

Run-sheet format for physical + online activity

Step	Time	Instructions / Details	Activity	Materials Needed
1	3 min	Introduce the concept of online reputation and common risks. Explain why managing digital crises is important.	Mini-lecture / discussion	None
2	2 min	Explain the rules of the scenario game and how points will be awarded.	Explanation & demonstration	Scenario cards/slides, scoreboard
3	10 min	Teams draw a scenario card or select a slide. Discuss and create a recovery plan considering immediate and long-term actions.	Team discussion and planning	Scenario cards/slides, pens/paper (optional)
4	4 min	Teams present their recovery plan to the group. Other teams can ask questions or provide feedback.	Presentations	Scoreboard, optional projector or board
5	1 min	Award points for creativity, effectiveness, and clarity. Announce the winning team and reflect on key takeaways.	Gamification & group reflection	Scoreboard, point tracker

Reflection Questions / Group Discussion:

Which crisis scenario did your team find most challenging, and why?
How could the strategies you discussed in your recovery plan be applied to your own online presence?

Learning Outcomes:

Reflect on their desired digital legacy.
Understand how posts can last indefinitely online.

Brief Theory Overview:

Digital actions are long-lasting. Every post, comment, or image shared online can persist for years. By creating intentional, positive digital content, participants can ensure their future selves are represented in the best light, aligning their online presence with long-term goals and values.

Activity 4.1: Digital Legacy Letter

Description:

In this activity, participants write a short post or letter imagining how they would like to be remembered online in 10 years. This encourages reflection on long-term online behavior and helps participants think intentionally about the content they share today. Letters can be sealed in envelopes or stored digitally for a future ‘opening’. Optional peer voting can highlight letters in categories such as ‘Most Thought-Provoking’.

Gamification:

Optional peer voting for categories like ‘Most Thought-Provoking’.
Letters can be saved for future reflection, adding an element of anticipation and accountability.

Materials Needed:

Paper and pens or online forms / digital submission tool.
Envelopes for storing letters (optional).

Time: 10 minutes

Run-sheet format for physical activity

Step	Time	Instructions / Details	Activity	Materials Needed
1	2 min	Introduce the concept of digital legacy and explain why online content can last indefinitely.	Mini-lecture / discussion	None
2	1 min	Explain the activity and provide examples of reflective posts or letters.	Explanation & examples	Sample letters (optional)
3	5 min	Participants write their digital legacy letter or post, reflecting on how they want to be remembered online.	Individual writing	Paper/pens or online form
4	1 min	Optional: collect letters to seal for future ‘opening’ or share anonymously for peer voting.	Submission or voting	Envelopes (optional), online submission tool
5	1 min	Brief reflection and discussion: participants share insights on their digital legacy and importance of intentional online actions.

Example Digital Legacy Letter Table

Post / Letter Content	Intended Legacy / Reflection	Key Takeaways
“In 10 years, I hope my online presence reflects kindness and creativity in everything I share.”	Focuses on positivity and creativity	Thoughtful content contributes to lasting reputation
“I want to be remembered as someone who used social media to help and inspire others.”	Shows intention to influence others positively	Online actions can impact others; act with purpose
“I hope my professional and personal online profiles reflect continuous learning and growth.”	Emphasizes personal and professional development	Regular updates and mindful sharing create a positive long-term image
“I want my digital presence to show respect, inclusivity, and authenticity in all interactions.”	Highlights personal values	Being mindful of tone, content, and interactions matters for lasting legacy

Reflection Questions / Group Discussion:

How does thinking about your digital legacy change the way you approach posting online today?
What actions can you take now to ensure your online presence aligns with the legacy you want to leave?

Resources & Materials Needed:

Activity / Topic	Resources / Materials Needed & Time
Activity 1: Digital Footprint Detective	Smartphones or laptops; “Digital Footprint Analysis Worksheet” (printed or digital); pens (if using printed worksheet); Badges for gamification. Time: 15-20 minutes
Activity 2: Digital Identity Mood Board	Magazines, paper, scissors, glue, markers or Canva / Padlet for digital boards; Badges for gamification (optional). Time: 15 minutes
Activity 3: Reputation Rescue Scenario Game	Scenario cards or slides; Scoreboard (optional); Pens/paper for notes. Time: 20 minutes
Activity 4: Digital Legacy Letter	Paper and pens or online forms; Envelopes for storing letters (optional); Badges or peer voting tools (optional). Time: 10 minutes

4.4. Assessment / Evaluation

Activity 1: Digital Footprint Detective:

Assess completion of the Digital Footprint Analysis Worksheet.
Evaluate reflection on surprising or concerning findings during group discussion.
The facilitator observes participants’ ability to distinguish between active and passive footprints.

Activity 2: Digital Identity Mood Board.

Assess the quality and creativity of mood boards, especially how well they align with personal values and goals.
Peer voting and feedback in categories such as Most Inspiring or Most Authentic.
Short verbal reflection on how their current online presence compares with their ideal identity.

Activity 3: Reputation Rescue – Scenario Game.

Assess group presentations of recovery plans based on clarity, creativity, and effectiveness.
Use simple peer and facilitator scoring (e.g., 1-5 scale per category).
The facilitator observes teamwork, communication, and problem-solving during the activity.

Activity 4: Digital Legacy Letter.

Assess completion of a written letter/post that reflects long-term digital goals.
Optional peer voting in categories such as Most Thought-Provoking.
The facilitator prompts self-reflection on how current actions align with the participant’s desired legacy.

4.5. Facilitator Notes

Create a safe environment: Encourage openness and respect during activities. Remind participants that everyone’s digital footprint and experiences will be different, and avoid judgmental comments.
Adapt to the group’s needs: Younger participants (14-17) may need more guidance and examples, while older participants (18-25) can engage in deeper discussions and self-reflection. Adjust pacing and depth of activities accordingly.
Balance fun with learning: Gamification elements (badges, voting, scoring) should motivate participants, not create pressure. Keep the tone light and supportive.
Be sensitive with real searches: In activities like Digital Footprint Detective, given the option to use fictional profiles if participants feel uncomfortable searching their real name. Respect privacy.
Encourage critical thinking: Prompt participants to ask “What does this say about me?” and “How might this be perceived by others?” to deepen reflection on digital reputation and legacy.
Connect to real-world consequences: Use examples (job applications, university admissions, scholarships, social relationships) to make the importance of digital footprint management clear and relatable.
Foster peer learning: Group discussions, mood boards, and voting activities work best when participants learn from each other’s insights. Encourage sharing, but allow participants to opt out if they prefer.
Time management: Stick to the suggested times for each activity to maintain energy. Build in short transitions and flexibility in case discussions run longer.
Reinforce positive behavior: Always highlight constructive strategies and celebrate positive examples of digital identity management. This ensures the module remains empowering rather than fear-driven.

4.6. References/Literature

Palfrey, J., & Gasser, U. (2016). Born Digital: How Children Grow Up in a Digital Age. Basic Books. Retrieved from: Born digital : how children grow up in a digital age : Palfrey, John G. (John Gorham), 1972- author : Free Download, Borrow, and Streaming : Internet Archive
Twenge, J. M. (2017). iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy and Completely Unprepared for Adulthood and What That Means for the Rest of Us. Atria Books. 352 pages.
Cover, R. (2016). Digital Identities: Creating and Communicating the Online Self. Elsevier. Retrieved from: (PDF) BOOK: Digital Identities: Creating and Communicating the Online Self
European Commission Directorate-General for Education, Youth, Sport and Culture. (2018). Retrieved from: Study on the impact of the internet and social media on youth participation and youth work – Publications Office of the EU
Council of Europe. (2018). Perspectives on Youth – Vol. 4: Young People in a Digitalised World. Retrieved from: PDF – Perspectives on youth – Vol. 4 – Young people in a digitalised world
UK Safer Internet Centre. (2017). Online reputation – taking care of your digital footprint, advice for young people. Retrieved from: Online reputation – taking care of your digital footprint, advice for young people – UK Safer Internet Centre
Berkman Klein Center for Internet & Society. Youth and Media Privacy and Reputation (2020).

MODULE 5: DIGITAL WELLNESS AND SELF-CARE

Duration:

60 minutes (short version)
120 minutes (extended version)

Target Group:

Young people aged 14-25

(20-25 participants)

5.1. Module Objectives

In a society where technology influences our lifestyles, work, and relationships, it is crucial to take a moment to consider its effects on our mental health. Although digital resources can offer significant assistance, excessive or imbalanced usage may lead to heightened stress, exhaustion, and feelings of isolation. Consequently, cultivating mindful and healthy digital practices is vital for enhancing personal well-being and aiding others. This module aims to guide participants in discovering practical techniques and tools for digital wellness and self-care.

By the end of the module, participants will:

Understand the connection between digital technology use and mental health.
Learn strategies to balance screen time and self-care practices.
Gain skills to support themselves and youth in fostering healthier online behaviors.

Expected Results for Participants Include:

Increased awareness of both the risks and benefits of digital technology use.
Improved ability to establish and maintain healthy digital habits.
Confidence in using digital tools that promote mental well-being.

5.2. Introduction

In the current digital technologies can foster connection, creativity, and learning, they also present significant risks to mental health. Spending too much time on screens, comparing oneself to idealized online portrayals, and having insufficient boundaries can result in anxiety, sleep issues, and lowered self-esteem. Youth workers and educators play a crucial role in assisting young people in addressing these challenges. This module presents the idea of digital wellness and examines methods for encouraging healthier online practices. It is organized into three primary sections: the effects of social media on mental health, establishing positive digital habits, and leveraging technology to enhance well-being. The aim is to create increased awareness, develop strategies for self-regulation, and promote more intentional technology use. This training will assist youth workers in guiding young individuals to achieve a balanced digital lifestyle.

5.3. Topics Within the Module

Learning Outcomes:

Comprehend the psychological effects of using social media (such as addiction and fear of missing out).
Identify indicators of detrimental social media behavior and methods to address them

Brief Theory Overview:

Nowadays, young people browse social media over several hours every single day. Research indicates that passive scrolling, social comparison, may altogether contribute to an increase in stress and anxiety. On the other side, resilience and skill development can be enhanced by online support groups and educational materials. Key concepts include social comparison theory, the dopamine cycle in app use, and the distinction between active and passive engagement.

Activity 1.1: Case Study (Social Media Addiction vs Positive App Use)

Description:

Analyze a short case study of a student experiencing social media addiction versus one using apps for mindfulness, sleep, or learning.

Materials Needed:

Case study handout

Time: 20 minutes

Run-sheet format for physical activity

Step	Time	Description	Materials	Short Examples
1. Introduction	3 min	Briefly introduce the concept of digital habits and how technology can either drain or support mental well-being.	Facilitator notes	“Excessive scrolling can lead to stress, but mindful apps can improve sleep and focus.”
2. Case Study Reading	5 min	Distribute handouts with two short case studies: (a) a student struggling with social media addiction; (b) a student using wellness apps.	Case study handout	Case A: “Sam spends 6+ hours daily on social media, losing sleep.” Case B: “Mia uses a sleep app and language learning app daily.”
3. Small Group Discussion	7 min	In small groups, participants analyze the differences between the two cases and identify risks and benefits.	Case study handout	Risks: loss of sleep, poor grades, anxiety. Benefits: improved sleep, learning, mindfulness.
4. Reflection & Sharing	5 min	Groups share key insights and relate them to their own digital habits.	Flipchart or whiteboard	“What healthy apps do you already use?” “How can habits be shifted toward balance?”

Reflection Questions / Group Discussion:

What differences do you notice between the experiences of the student struggling with social media addiction and the student using positive apps?
How can you apply lessons from these cases to improve your own digital habits or support?

Learning Outcomes:

Explore key strategies to manage digital device use mindfully.
Apply practical tools to set healthy boundaries with technology.
Reflect on personal digital habits and model positive behavior for youth

Brief Theory Overview:

Positive digital practices enable individuals to gain a greater sense of control over their technology consumption. Key ideas involve digital detox, monitoring screen time, mindful content consumption, and establishing tech-free periods or spaces (e.g. at bedtime). Studies indicate that minor adjustments, such as disabling notifications, establishing app usage limits, or keeping a journal, can alleviate stress and enhance concentration and emotional well-being. Demonstrating these behaviors as youth workers also encourages self-regulation among young people.

Activity 2.1: Reflection Card Game

Description:

Participants discuss each scenario in groups and earn points for realistic and healthy responses. (e.g: Scenario: You’ve been scrolling for 2 hours and now feel drained and moody. What can you do differently next time?)

Materials Needed:

Reflection Cards (Online)

Time: 20 minutes

Run-sheet format for physical + online activity

Step	Time	Description	Materials	Short Examples
1. Introduction	3 min	Explain the purpose of the Reflection Card Game: to practice responding to common digital challenges with healthy, realistic solutions.	Facilitator notes	“The goal is to think critically about digital habits and wellness.”
2. Group Setup	2 min	Divide participants into small groups (3-5 people) and explain the point system for healthy, realistic responses.	None	Groups earn points for answers that show awareness and practical solutions.
3. Scenario Discussion	12 min	Present reflection card scenarios one by one. Groups discuss and decide on the healthiest response.	Reflection Cards (online)	Example Scenario: “You’ve been scrolling for 2 hours and feel drained and moody. What can you do differently next time?” Possible Response: “Set a timer, take a break, or replace scrolling with a short walk.”
4. Group Sharing & Wrap-Up	3 min	Groups share their responses; facilitator highlights key insights and practical tips.	None	“Taking regular breaks and reflecting on usage helps maintain mental well-being.”

Example Scenario Cards (printable/online text):

Card 1: Scenario: You’ve been scrolling social media for 2 hours and now feel drained and moody. Prompt: What can you do differently next time to prevent feeling this way?

Card 2: Scenario: You notice that you check your phone immediately after waking up, making you feel stressed and rushed. Prompt: How could you change your morning routine to feel calmer and more focused?

Card 3: Scenario: A friend constantly posts negative comments online, and it’s affecting your mood. Prompt: How can you respond or protect your well-being while staying respectful?

Card 4: Scenario: You want to use a learning app but keep getting distracted by notifications. Prompt: What steps can you take to focus and make the most of your learning time?

Reflection Questions / Group Discussion:

Which scenarios felt most relatable to your own digital habits, and why?
What strategies discussed in the game could you realistically apply in your daily life?
How can you support friends, family, or youth in responding to similar digital challenges?

Learning Outcomes:

Participants will recognize digital tools and applications that promote mental health and healthy practices.
Participants will engage in recommending suitable technology solutions for typical digital well-being issues.

Brief Theory Overview:

Technology is frequently criticized for heightening stress and promoting unhealthy behaviors. Many applications and tools can additionally aid in promoting well-being. Digital tools such as mindfulness applications, habit monitoring systems, and screen-time management programs assist individuals in practicing self-care, handling stress, and minimizing digital saturation. Studies indicate that utilizing applications such as Calm, Forest, or Sleep Cycle can boost concentration, promote relaxation, and improve sleep quality. Youth workers can utilize these resources to assist young individuals in managing their technology use and well-being objectives. This subject examines viable digital options and prepares participants to confidently suggest them as components of a balanced and healthy lifestyle.

Activity 3.1: Find Your Digital Well-Being Match

Description:

Every participant gets a card labeled as either an “issue” (for example, feeling anxious, experiencing poor sleep, or scrolling endlessly) or a “solution” (such as the Calm app, Screen Time restrictions, or the Forest app). They should circulate the room and converse with one another to discover their ideal issue-solution pairing, then justify to the group their compatibility.

Materials Needed:

Issue cards and solution cards (pre-made), markers if creating your

Time: 20 minutes

Run-sheet format for physical activity

Step	Time	Description	Materials	Short Examples
1. Introduction	3 min	Explain the goal of the activity: to explore common digital challenges and identify practical solutions through interaction.	Facilitator notes	“The aim is to connect digital issues with solutions that promote well-being.”
2. Distribute Cards	2 min	Give each participant either an “issue” card or a “solution” card. Briefly explain the rules: circulate, find your match, and be ready to justify your pairing.	Pre-made issue and solution cards, markers (if creating own cards)	Issue example: “Feeling anxious after scrolling social media.” Solution example: “Using the Calm app for guided meditation.”
3. Matching Activity	10 min	Participants mingle, discuss their cards with others, and try to find the best issue-solution pairing. Encourage conversations about why their match works.	Issue and solution cards	Example pairing: “Poor sleep” + “Screen Time restrictions before bed.”
4. Group Sharing	5 min	Each pair presents their match and explains why the solution addresses the issue. The facilitator highlights key insights.	None	“Using the Forest app helps avoid endless scrolling, which reduces anxiety and improves focus.”

Reflection Questions / Group Discussion:

Which of the applications or approaches mentioned today could most assist you in your own online habits?
In what manner can you present some of these tools to the young people you engage with in a nurturing, non-judgmental fashion?

5.4. Resources & Materials Needed

Activity 1: Case Study “Social Media Addiction vs Positive App Use”.
Materials: Case study handouts

Activity 2: Healthy vs Unhealthy Habits Quiz.
Materials: Kahoot Quiz, projector/screen, devices for participants

Activity 3: Reflection Card Game.
Materials: Reflection cards (online or printed), facilitator notes, optional flipchart/whiteboard

Activity 4: Find Your Digital Well-Being Match.
Materials: Pre-made “issue” and “solution” cards, markers (if creating own cards), facilitator notes.

5.5. Gamification Tools & Ideas

Kahoot for Quizzes: Use Kahoot to create interactive quizzes that test knowledge of healthy vs. unhealthy digital habits. Friendly competition encourages engagement and immediate feedback. Note: Keep quizzes short (5-10 questions) to maintain energy and allow discussion of answers afterward.

Reflection Card Game with Points: Participants earn points for creative, realistic, and healthy responses to digital wellness scenarios. Points can be tallied to encourage motivation and teamwork. Note: Emphasize that points are secondary to learning; the focus is on discussion and reflection.
Issue/Solution Card Matching Activity: Participants circulate to find their best issue-solution pairing. This active, social “mixer” builds engagement while reinforcing problem-solving and practical application of digital wellness strategies.
Note: Encourage participants to explain their reasoning when presenting matches to reinforce learning outcomes.

5.6. Assessment / Evaluation

Participant Feedback Form:

Question	Excellent	Good	Fair	Comments / Suggestions
How engaging did you find the activities?	☐	☐	☐
How relevant were the activities to your understanding of digital wellness?	☐	☐	☐
How useful were the activities in helping you develop healthy digital habits?	☐	☐	☐
How clear and easy to follow were the instructions for each activity?	☐	☐	☐
Overall, how satisfied are you with the session?	☐	☐	☐

5.7. Facilitator Notes.

Tips for Delivering Content:

Clearly explain each activity’s goal before starting.
Encourage everyone to share ideas and experiences.
Use examples from participants’ daily digital habits.
Keep discussions focused on healthy digital habits and self-care.

Timing Suggestions:

Stick to 20 minutes per activity but allow 2-3 extra minutes for discussion if needed.
Include short reflection moments after each activity to consolidate learning.

Adaptation Ideas:

Teens / Youth: Use relatable social media and app examples.
Adults / Professionals: Focus on work-life balance and digital stress.
Large Groups: Break into small groups for card and matching activities.
Online Sessions: Use digital tools like Kahoot, Jamboard, or breakout rooms for interaction.

Quick Notes:

Be ready with alternative examples if participants aren’t familiar with certain apps.
Encourage personal reflection and practical takeaways for healthier digital habits.

5.8. References/Literature

Antiyan, M., & Hidayat, R. (2023). Impacts of digital social media detox for mental health: A systematic review and meta-analysis. Psychiatry International. Retrieved from: https://pmc.ncbi.nlm.nih.gov/articles/PMC11392003/
Babu, A., & Kumar, S. (2025). Digital Wellness or Digital Dependency? A Critical Examination of Self-Guided Digital Tools. Frontiers in Psychiatry. Retrieved from: Frontiers | Digital wellness or digital dependency? a critical examination of mental health apps and their implications
Chen, S., & Zhang, L. (2025). New Perspective on Digital Well-Being by Distinguishing Between Digital Wellness and Digital Dependency. Journal of Medical Internet Research. Retrieved from: Journal of Medical Internet Research – New Perspective on Digital Well-Being by Distinguishing Digital Competency From Dependency: Network Approach
Lahue, S. (2024). Intermittent Digital Fasting: The Mental Health Benefits of a One Hour Daily Social Media Hiatus. EAI Endorsed Transactions on Creative Technologies. Retrieved from: Aisyah Kamila_The Impact of Digital Detox on the Mental Well-Being of Active Social Media.docx
Mayiwar, L., & Svensson, M. (2025). Determinants of Digital Well-Being: The Role of Digital Self-Control and Literacy. AI & Society. Retrieved from: Determinants of digital well-being | AI & SOCIETY
Moilanen, J., & Virtanen, M. (2023). Supporting Mental Health Self-Care Discovery Through a Conversational Agent. Frontiers in Digital Health. Retrieved from: Frontiers | Supporting mental health self-care discovery through a chatbot
Park, S. Y., & Lee, J. H. (2023). A Spiritual Self-Care Mobile App (Skylight) for Mental Health: A Study on User Engagement. JMIR Formative Research. Retrieved from: JMIR Formative Research – A Spiritual Self-Care Mobile App (Skylight) for Mental Health, Sleep, and Spiritual Well-Being Among Generation Z and Young Millennials: Cross-Sectional Survey

Torous, J., & Jän Myin-Germeys, I. (2025). The Evolving Field of Digital Mental Health: Current Evidence and Future Directions. Psychiatric Clinics of North America. Retrieved from: The evolving field of digital mental health: current evidence and implementation issues for smartphone apps, generative artificial intelligence, and virtual reality – PMC

MODULE 6: EMPOWERMENT AND ADVOCACY

Duration:

60 minutes (short version)
120 minutes (extended version)

Target Group:

Young people aged 14-25

(20-25 participants)

6.1. Module Objectives

This module explores the significance of responsible technology use and the role of peers in promoting safe digital practices. Participants will learn how to develop healthy digital habits while using online platforms for activism and creative influence. The module encourages youth to engage in policy discussions on digital rights and understand their role in shaping online culture. The participants will gain skills to promote digital literacy within their communities.

By the end of the module, participants will:

Understand the importance of responsible technology use and peer influence online.
Be able to practice healthy digital habits and leverage online platforms for activism and creativity.
Engage confidently in discussions and advocacy around digital rights and policies.
Contribute to community initiatives that enhance digital literacy and positive online engagement.

Expected results for participants include:

Increased awareness of safe and responsible technology use among peers.
Enhanced skills in digital activism, creative content creation, and positive online influence.
Ability to participate effectively in policy discussions related to digital rights.
Active involvement in community projects and NGO-supported initiatives promoting digital literacy.

6.2. Introduction

The swift advancement of the internet, new technologies, and e-publishing has profoundly changed communication in numerous areas, along with how information is accessed, assessed, and applied. Innovations like electronic journals, online databases, virtual conferences, gamification, and social networking sites have transformed the conventional sharing of information, extending it beyond printed materials. These developments have not only enhanced the speed and extent of information dissemination but have also opened up new avenues for collaboration, education, and digital interaction. Consequently, people and communities need to adjust to these transformations by cultivating the abilities to responsibly and effectively navigate digital spaces, while utilizing technology to create positive social outcomes.

6.3. Topics Within the Module

Learning Outcomes:

Participants will be able to identify and practice responsible online behavior, including digital etiquette and online safety.
Participants will understand the ethical implications of their online actions and learn to cultivate a positive digital presence.

Brief Theory Overview:

This topic emphasizes the significance of responsible technology use and the principles of digital citizenship. Participants explore online etiquette, ethical behavior, privacy management, and the potential consequences of their digital actions. They will learn strategies to maintain online safety while interacting positively with peers and communities. By understanding the impact of their behavior on others, participants develop skills to foster a respectful, responsible, and inclusive digital environment. The focus is on empowering youth to navigate digital spaces confidently, make informed decisions, and use technology as a tool for constructive communication and social engagement.

Activity 1.1: Digital Citizenship Scenario

Description:

This topic teaches participants how to navigate digital spaces safely and ethically, practicing responsible online behavior, understanding digital etiquette, and fostering a positive digital presence.

Materials Needed:

Presentation slides
Scenario cards (physical) or Google Jamboard (online)

Time: 15 minutes

Run-sheet format for physical activity

Step	Time	Description	Materials	Short Examples
1	5 min	Introduction to digital citizenship and ethical online behavior.	Presentation slides, handout on key concepts	Brief discussion: “What is digital etiquette?”
2	5 min	Divide participants into small groups and assign each a scenario card.	Scenario cards (physical) or Google Jamboard (online)	Scenario: “A friend shares your photo without permission.”
3	10 min	Groups discuss the scenario, identify potential consequences, and propose responsible actions.	Whiteboard, markers, or Jamboard	Group suggests: “Ask for consent before posting photos, report inappropriate sharing.”
4	5 min	Groups present their solutions to the larger group and the facilitator provides feedback.	None (use whiteboard/Jamboard to summarize)	Other examples: cyberbullying, fake news, inappropriate comments.

Digital Citizenship Reflection Table

Technology / Tool	Participant’s Example	Digital Citizenship Principle	Thoughts / Reflection
Social media (Instagram, TikTok, Facebook)	e.g., “I commented nicely on a friend’s post instead of arguing.”	e.g., “Respectful communication”	e.g., “Being kind online can prevent conflicts.”
Online Gaming	e.g., “I helped a new player understand the game rules.”	e.g., “Teamwork and positive behavior”	e.g., “Helping others makes online games more fun.”
Email / Messaging Apps	e.g., “I didn’t click on a suspicious email link.”	e.g., “Protecting privacy”	e.g., “Being careful online keeps my information safe.”
Content Sharing Platforms (YouTube, Blogs)	e.g., “I credited the original creator when sharing a video.”	e.g., “Ethical use of content”	e.g., “Giving credit is important and fair.”

How to Use:

Give each participant a printed or digital copy of the table.
Ask them to fill in the Participant’s Example column with something they’ve done or witnessed online.
Then, identify which Digital Citizenship Principle applies.
Finally, reflect on their experience in the Thoughts / Reflection column.

Learning Outcomes:

Participants will be able to monitor and manage their screen time effectively to maintain a healthy digital lifestyle.
Participants will develop practical strategies for reducing digital distractions and promoting mental wellbeing while using technology.

Brief Theory Overview:

This topic emphasizes the importance of cultivating healthy digital habits to maintain both mental and physical wellbeing. Participants explore strategies for managing screen time, minimizing distractions, and creating boundaries between online and offline life. They will learn how excessive digital engagement can affect productivity, sleep, and emotional health, and discover practical techniques to foster a balanced approach to technology use. By reflecting on their digital routines, participants are empowered to make conscious decisions that enhance wellbeing, encourage mindfulness online, and develop sustainable habits that support personal growth and positive interactions in digital spaces.

Activity 2.1: Digital Detox Challenge

Description:

This topic helps participants develop balanced digital habits by monitoring screen time, reducing distractions, and creating strategies for online wellbeing.

Materials Needed:

Mobile apps for tracking screen time (e.g., Forest, Screen Time, Moment).
Paper journals or worksheets for recording daily digital use.
Pens or pencils (for paper journals).
Presentation slides or handouts on tips for healthy digital habits.
Optional: projector or screen for group discussion.

Time: 30/45 minutes

Run-sheet format for physical + online activity

Step	Time	Description	Materials	Short Examples
1	7 min	Introduce the concept of digital wellbeing and explain the importance of balanced screen time.	Presentation slides, handout on digital wellbeing tips	“Too much screen time can affect sleep and focus.”
2	5 min	Ask participants to track their digital usage for a day using apps or paper journals.	Mobile apps (Forest, Screen Time) or journals	Record hours spent on social media, gaming, or browsing.
3	10 min	Guide participants to analyze their usage and identify patterns or distractions.	Same as above	“I spend 3 hours on social media without realizing it.”
4	10 min	Participants create a personal action plan for healthier digital habits.	Paper or digital templates	“I will limit social media to 1 hour per day and take breaks every hour.”

Digital Detox Challenge – Participant Handout

Part 1: Daily Digital Usage Tracker

Time of Day	Activity / App Used	Duration (minutes)	How It Made Me Feel	Notes / Reflection
Morning
Midday
Afternoon
Evening
Night

Instructions:

Track your digital activities throughout the day.
Record the time spent on each activity and how it made you feel.
Use the Notes / Reflection column to identify distractions or patterns.

Part 2: Digital Habits Action Plan

Digital Activity / App	Current Usage (minutes/day)	Target Usage (minutes/day)	Action Steps to Reduce / Balance	Notes / Reflection

Instructions:

Review your daily tracker to identify areas for improvement.
Set realistic target usage times for each activity/app.
Plan actionable steps to achieve balanced digital habits.
Use the Notes/Reflection column to monitor progress and challenges.

Reflection Questions / Group Discussion:

Individual Reflection:

Which digital activities took up most of your time today, and how did they make you feel?
Did you notice any patterns in your digital usage that affected your focus, mood, or wellbeing?

Group Discussion:

Brainstorm creative ways to replace excessive digital use with offline activities or healthier habits.
How can these habits improve your productivity, mental health, or relationships online and offline?
What advice would you give peers to maintain a balanced and mindful approach to technology?

Learning Outcomes:

Participants understand the principles of digital activism and learn how to use online platforms to promote positive social change.
Participants developed skills to create engaging digital content responsibly, including visuals, hashtags, and short videos.

Brief Theory Overview:

This topic introduces participants to the power of digital activism and creative online influence. Participants explore how social media and online platforms can be leveraged to raise awareness, advocate for causes, and engage communities in positive change. The focus is on creating responsible and ethical content that amplifies messages effectively, without spreading misinformation or causing harm. Participants learn practical strategies for designing campaigns that combine visuals, messaging, and interactivity to engage audiences. Through this module, youth are empowered to become digital advocates, using their creativity and voice to influence public opinion, inspire action, and contribute to social causes in meaningful ways.

Activity 3.1: Social Media Campaign Design

Description:

This topic empowers participants to use social media and digital tools creatively to promote social causes and advocate for positive change. Participants learn to design responsible and engaging campaigns using visuals, hashtags, and short videos to amplify their message.

Materials Needed:

Canva, Padlet, or similar online design tools.
Printed storyboard sheets for offline planning.
Markers, sticky notes, and paper for sketching ideas.
Projector or screen for presentations.
Examples of successful social media campaigns.

Time: 25/30 minutes

Run-sheet format for physical + online activity

Step	Time	Description	Materials	Short Examples
1	5 min	Introduction to digital activism, social change campaigns, and examples of effective online campaigns.	Slides, videos, handouts	Example: #FridaysForFuture climate campaigns
2	5 min	Divide participants into small groups and assign each a social cause (local or global).	Sticky notes, markers, or digital tools (Padlet/Canva)	Causes: environmental protection, mental health awareness, digital literacy
3	10 min	Groups brainstorm creative campaign ideas including visuals, slogans, hashtags, and short video concepts.	Paper storyboard sheets, Canva, Padlet	Example: Poster with hashtag #CleanOurCity and 15-sec video on recycling tips
4	5–10 min	Groups present their mini-campaigns to the class for feedback and discussion.	Projector or screen, printed storyboards, or digital boards	Discussion: Which elements are most engaging? How can the message be amplified responsibly?

Social Media Campaign Design – Participant Handout

Instructions:

Choose a social cause (assigned or personal).
Plan your mini-campaign using the table below. Include visuals, hashtags, slogans, and short video ideas.
Be creative but ensure your content is responsible and respectful.
Present your campaign to the group.

Campaign Element	Your ideas	Notes / Reflection
Social Cause	e.g., “Reduce plastic waste in my community”
Target Audience	e.g., “Teenagers and young adults in my city”
Hashtags / Slogans	e.g., “#CleanCity #PlasticFree”
Visuals / Graphics	e.g., “Poster of trash collection, infographics on plastic pollution”
Short Video Concept	e.g., “15-second clip showing local cleanup and call to action”
Call to Action	e.g., “Join our weekend cleanup event!”
Platforms	e.g., Instagram, TikTok, Facebook

Optional Notes:

Use Canva or Padlet for digital design.
Sketch ideas on paper if online tools aren’t available.
Think about how to engage your audience and spread your message responsibly.

Social Media Campaign Planning Table

Campaign Element	Your Ideas / Sketches	Notes / Reflection
Social Cause
Target Audience
Hashtags / Slogans
Visuals / Graphics
Short Video Concept
Call to Action
Platforms

Optional Notes:

Participants can sketch visuals or draw storyboards in the middle column.
Use the Notes / Reflection column for ideas on audience engagement, message clarity, or improvements.
Works for both online tools (Canva, Padlet) or offline paper-based activities.

Reflection Questions / Group Discussion:

Which part of your campaign do you think will most effectively engage your target audience, and why?
How did your group ensure that the content is responsible, ethical, and respectful?
What challenges did you face in translating your message into visuals, hashtags, or short videos?
How can your campaign inspire real-world action or awareness beyond social media?

6.4. Resources & Materials Needed

- Digital Tools: Canva, Padlet, or similar online design platforms for creating visuals and storyboards.
- Offline Materials: Printed storyboard sheets or paper for sketching campaign ideas.
- Writing Tools: Markers, pens, sticky notes, and pencils.
- Presentation Tools: Projector, screen, or whiteboard for group presentations and sharing ideas.

Reference Materials: Examples of successful social media campaigns for inspiration and discussion.

6.5. Gamification Tools & Ideas

Activity	Gamification Tool / Idea	How to Use	When to Use
Digital Citizenship Scenarios	Point System / Scenario Badges	Award points or badges to groups for identifying correct actions or solutions in each scenario.	During the group discussion and presentation phase to encourage engagement and friendly competition.
Digital Detox Challenge	Digital Progress Tracker / Achievement Levels	Participants earn “achievement levels” for completing tasks like tracking usage, analyzing patterns, and creating an action plan.	While participants track their daily usage and create their action plans to motivate adherence and reflection.
Social Media Campaign Design	Creative Leaderboard / Peer Voting	Groups earn points for creativity, clarity, and impact of their mini-campaigns; peers can vote for favorite ideas.	During presentations of mini-campaigns to engage participants and foster collaboration and constructive feedback.

Explanation:

Digital Citizenship Scenarios: Points make scenario discussion more engaging and reward thoughtful responses.
Digital Detox Challenge: Achievement levels motivate participants to take the exercise seriously and reflect on habits.
Social Media Campaign Design: Peer voting encourages collaboration and helps participants learn from each other while adding a fun, competitive element.

6.6. Assessment Rubric for Module Activities

Activity	Criteria	Excellent (3 pts)	Good (2 pts)	Needs Improvement (1 pt)
Digital Citizenship Scenarios	Understanding of responsible online behavior	Correctly identifies responsible actions and explains reasoning clearly	Identifies some responsible actions with partial explanation	Misunderstands or misses responsible actions
	Participation & Engagement	Actively participates and contributes to discussion	Participates but contributions are limited	Minimal or no participation
Digital Detox Challenge	Awareness of digital habits	Provides detailed tracking, insightful reflections, and a clear, actionable plan	Provides basic tracking and reflections with some plan	Incomplete tracking, reflections, or unclear plan
	Action Plan Feasibility	Action steps are realistic and practical	Action steps somewhat realistic	Action steps unrealistic or unclear
Social Media Campaign Design	Creativity & Clarity	Campaign is highly creative, clear, and engaging	Campaign shows some creativity and is understandable	Campaign lacks creativity or clarity
	Ethical & Responsible Messaging	Message is responsible, positive, and appropriate	Message mostly responsible with minor issues	Message is inappropriate or unethical
	Peer Engagement	Engages peers effectively during presentation	Some engagement with peers	Minimal or no peer engagement

Instructions for Facilitators:

Facilitators can fill in the Score / Notes column for each participant or group.
Total points can be calculated for a formative evaluation.
This table can be printed on one A4 page or used digitally in Word for easy scoring.

Participant Self-Assessment

Activity	Criteria	I Did Well	I Can Improve	Comments / Reflection
Digital Citizenship Scenarios	Understanding of responsible online behavior
Digital Citizenship Scenarios	Participation & Engagement
Digital Detox Challenge	Awareness of digital habits
Digital Detox Challenge	Action Plan Feasibility
Social Media Campaign Design	Creativity & Clarity
	Ethical & Responsible Messaging
	Peer Engagement

Instructions for Participants:

After completing each activity, reflect on your performance.
In the “I Did Well” column, note what you think you achieved successfully.
In the “I Can Improve” column, identify areas for growth.
Use the “Comments / Reflection” column for additional notes, ideas, or feedback.

This above example of the Participant Self-Assessment table can be printed as a worksheet or used digitally, allowing participants to track their progress and self-reflect on learning outcomes.

6.7. Facilitator Notes

Delivering Content:
- Engage participants with real-life examples and stories to make digital concepts relatable.
- Encourage open discussion, questions, and sharing of personal experiences.
- Use a mix of online and offline activities to cater to different learning styles.
- Reinforce responsible digital behavior and ethical decision-making throughout the module.
Timing Suggestions:
- Total module duration: 1-2 hours (can be split into multiple sessions).
- Include 5-10 min breaks between activities to maintain focus.
Adaptation Ideas:
- For younger participants, use simpler language and more interactive games.
- For older or advanced participants, incorporate deeper policy discussions and research-based assignments.
- Adjust digital tools based on participants’ access (offline alternatives available if needed).

6.8. References/Literature

Livingstone, S., & Haddon, L. (2009). Kids Online: Opportunities and Risks for Children. Policy Press. Retrieved form: Microsoft Word – Introduction- Kids online _cover_.doc
Common Sense Media. (2020). Digital Citizenship Curriculum. Retrieved from: Lesson Browse | Common Sense Education
OECD. (2019). Trends Shaping Education 2019: The Digital Transformation. Organisation for Economic Co-operation and Development.
Green, L., & Hannon, C. (2007). Their Space: Education for a Digital Generation. Demos. Retrieved from: Their space
UNICEF. (2020). Children’s Rights in the Digital Age. Retrieved from: Children’s Rights in the Digital Age: A download from children around the world
Kietzmann, J. H., Hermkens, K., McCarthy, I. P., & Silvestre, B. S. (2011). Social Media? Get Serious! Understanding the Functional Building Blocks of Social Media. Business Horizons, 54(3), 241–251.
DigitalWellbeing.org. (2023). Digital Wellbeing Tools and Tips. Retrieved from: List of Google’s 14 Digital Wellbeing tips – digitalwellbeing.org
Boyd, D. (2014). It’s Complicated: The Social Lives of Networked Teens. Yale University Press. Retrieved from: ItsComplicated.pdf

CONCLUSION

Thank you for using the Mind Over Screens Training Curriculum. We hope this resource supports your work and provides practical inspiration for your activities with young people and learners in different contexts.

We encourage you to adapt the materials, activities, and approaches to your own needs, experiences, and learning environments, and to use them as a starting point for reflection, dialogue, and further development. Your feedback, insights, and shared practices are essential in keeping this work relevant and meaningful.

We wish you engaging sessions, constructive discussions, and a positive impact in your educational and youth work practice.

Mind Over Screens Team

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