Youth is not a homogeneous group. With this motto in mind, YouNDigital aims to study youth, their engagement with news, and digital citizenship dynamics. One of the core elements of the project is a digital newsroom, a space for meeting and exploring digital citizenship and news, considering the significant disparities that characterise individuals in this group. In order to better understand the target groups and to support the decisions regarding the development of the youth-led digital newsroom, the research team carried out a systematic literature review focused on youth, digital citizenship, diversity, and different methodological approaches. This article explores the outcomes of the systematic literature review, particularly delving into the data gathered in one of the subclusters (Diversities). Findings underscore the challenges of inclusivity and diversity and the need for tailored media and digital literacy interventions that consider cultural differences, socioeconomic factors, and evolving technological landscapes. They also highlight the difficulties, as well as the positive results, of using digital tools and strategies to trigger learning and motivational processes for diverse audiences—digital tools that rely on media creation, creativity, critical thinking, and collaboration can promote the empowerment and inclusion of youth from distinct backgrounds, bridging the gap between their realities and citizenship experiences. For research teams, the findings point out that involvement in collaborative, immersive, and participatory processes anchored on sustained literature review processes can encourage distancing preconceptions while bringing them closer to research participants. The article contributes to discussions regarding the potential and the challenges of considering youth’s diverse backgrounds through pillars such as co-creation or inclusive design, and the urgency of mitigating youth social and digital exclusion in order to enhance democratic participation.

Since the end of the 1980s, in the light of research conducted by Charles Landry that theorized and formalized the concept of the Creative City, Creativity, along with other economic activities, has been considered as something that marks the life of cities.Under its sign, a large part of post-industrial societies found the necessary momentum for urban and economic revitalisation, responding to the stagnation resulting from the collapse of industrial society (Albuquerque, 2006). Through the production of art and the strengthening of its cultural fabric, through the support of artists and infrastructures, Creative Industries grew and developed. Cities like Manchester, London and Liverpool saw their economy grow, the latter becoming a major cultural hub in the UK, incorporating music, performing arts, museums and art galleries, as well as an active and attractive nightlife.Through a literature review focused on the key concepts and studies relating to the economic potential of Creativity, we seek to understand Creativity’s state, its impact and economic impulse and the importance of cultural policies, with the ultimate objective of understanding Creative and Cultural Industries as a secure source of sustainability for the future.

This article reflects on intergenerational perspectives on media habits and fake news during Covid-19. Active participation is closely linked to the citizens’ media literacy competencies. Due to the Covid-19 pandemic, inequalities in access, use, and understanding of the information conveyed by the media became more evident. Digital skills are essential to encourage co-learning and active ageing among different generations. This article relies on data collected during two online intergenerational focus groups with family pairs of different ages (grandparents and grandchildren) conducted in Portugal in the context of the European project SMaRT-EU. The focus groups addressed subjects such as news, fake news, critical perspective towards social networks and digital communication, and younger and older people’s perspectives regarding these matters. The thematic analysis of the Portuguese data suggests that, by placing grandparents and grandchildren side by side, the online intergenerational focus groups promoted sharing and exchange of knowledge, valuing the intergenerational encounter and the voices of one of society’s most fragile groups. Data also shows that participants have different perspectives on communication and digitally mediated interaction, mainly related to age factors and media literacy skills. As for fake news, although grandparents and grandchildren show awareness of the phenomenon, for the youngest participant it was complex to identify characteristics or the spaces where they are disseminated. The young adult participant was the most proficient and autonomous digital media user. Results further indicate that, although the online environment contributed to continuing research in times of pandemic, bringing together family members with different media literacy skills and ages poses difficulties related to the recruitment of participants.

Num mundo inundado de informação, a necessidade de promover a literacia crítica, a cidadania digital plena e o envolvimento com as notícias está a tornar-se uma prioridade. Neste contexto, e considerando os resultados positivos já documentados em outras áreas, esta Revisão Sistemática da Literatura visou explorar o potencial impacto da Aprendizagem Baseada em Jogos (ABJ) na compreensão e no envolvimento dos jovens com o consumo noticioso e a cidadania digital, particularmente no contexto da diversidade societal e cultural. Através da seleção e análise sistemáticas de uma amostra de 33 estudos, foi possível sustentar o papel significativo da ABJ no reforço da literacia de notícias e das competências de cidadania digital, para enfrentar os desafios decorrentes da desinformação e garantir a tomada de decisão informada. Jogos que incluem simulação, role-playing e mecânicas baseadas em perguntas são os mais utilizados para cumprir tais objetivos educativos , nomeadamente considerando os diferentes níveis de competências de pensamento que são capazes de fomentar. Além disso, os resultados destacam a diversidade e a inclusão como preocupações críticas, enfatizando a necessidade de acesso equitativo e representação nas intervenções de ABJ.