Digital literacy and the ability to withstand disinformation are among the key competencies of the twenty-first century. This article analyses the relationship between digital literacy and resilience to disinformation among students and the adult population in the Slovak Republic, in comparison with the Czech Republic, Poland, and the OECD/EU average, based on aggregated data from PISA, the Digital Economy and Society Index (DESI). The theoretical framework draws on concepts of digital literacy and models of critical thinking. The empirical part focuses on indicators of reading and digital literacy, internet use, and exposure to disinformation. In this section, we use aggregated data from international studies and the Digital Economy and Society Index (DESI), supplemented with indicators of digital technology use and exposure to disinformation. The results suggest that Slovakia records below-average scores in digital competences and that its inhabitants report a lower self-assessed ability to recognise disinformation than the EU average, with especially pronounced differences among socio-economically disadvantaged groups. The discussion identifies systemic gaps in education and society and recommends curriculum reform, teacher support, and the development of media literacy. We discuss the implications for educational policy and propose measures to strengthen critical and digital education. The study uses proxy indicators of resilience to disinformation, which constitutes a methodological limitation and requires caution in interpreting the findings. The use of proxy indicators constrains causal inference and calls for further empirical research.
Digital literacy and the ability to withstand disinformation are among the key competencies of the twenty-first century. This article analyses the relationship between digital literacy and resilience to disinformation among students and the adult population in the Slovak Republic, in comparison with the Czech Republic, Poland, and the OECD/EU average, based on aggregated data from PISA, the Digital Economy and Society Index (DESI). The theoretical framework draws on concepts of digital literacy and models of critical thinking. The empirical part focuses on indicators of reading and digital literacy, internet use, and exposure to disinformation. In this section, we use aggregated data from international studies and the Digital Economy and Society Index (DESI), supplemented with indicators of digital technology use and exposure to disinformation. The results suggest that Slovakia records below-average scores in digital competences and that its inhabitants report a lower self-assessed ability to recognise disinformation than the EU average, with especially pronounced differences among socio-economically disadvantaged groups. The discussion identifies systemic gaps in education and society and recommends curriculum reform, teacher support, and the development of media literacy. We discuss the implications for educational policy and propose measures to strengthen critical and digital education. The study uses proxy indicators of resilience to disinformation, which constitutes a methodological limitation and requires caution in interpreting the findings. The use of proxy indicators constrains causal inference and calls for further empirical research.
