By Spyridoula Markou*
We no longer wait for the evening news or the morning newspaper to stay informed about the world. The majority of us get our news through social media or online outlets. We try to identify the social media platform, account, or page that will give us the information first, or that we consider to provide objective information or present the ultimate truth. We search using keywords or hashtags. We live a modern online adventure, much like Odysseus with the sirens, where many try to lure us in—but are they offering accurate information, or are they sirens in disguise?
When it comes to climate change, many of us unknowingly rely on incomplete or misleading content that circulates through our social media feeds. These results are often based on our past searches, on content that seems to hold our attention for longer, or that we interact with more frequently. Algorithms show us what they think we want to see, not what we need to know. This creates what’s known as a filter bubble, a personalised digital environment that confirms our beliefs and shields us from opposing viewpoints. Over time, we find ourselves in echo chambers, surrounded by the same narratives, repeated again and again, often without question. This situation reinforces the belief that what we think—or what we see most often—is true, simply because others are sharing the same information.
The problem is that these narratives aren’t always based on facts. Many of them spread unfounded claims, often relying on emotion, making them more appealing. Climate disinformation spreads easily when people stop reading full articles, rely on catchy headlines, or follow influencers who may—intentionally or not—spread misleading claims. These bite-sized bits of content are designed to capture attention, not to encourage deep understanding. And the damage they do can be subtle but lasting, weakening trust in science and delaying urgent action.
Artificial Intelligence is adding another layer to this complexity. AI tools, from chatbots to content generators, can now produce realistic-sounding articles, videos, and posts, some of which may contain inaccurate or harmful information – and these quickly find their way into the online ecosystem. While these technologies offer new possibilities for education and communication, they also raise important questions: Who decides what’s promoted? Who verifies what’s true? And how can we, as users, tell the difference?
The answer lies in strengthening our digital literacy skills. We need to learn how to use technological advancements effectively and how to verify the information we read. It’s about learning how digital environments shape what we see, and being able to evaluate content critically. It means recognising the role of algorithms and asking better questions. It also means taking action: calling for more transparency from the platforms we use, supporting verified content, and insisting that AI tools are used responsibly and ethically.
Digital literacy empowers people to assess what they read in an environment defined by automation and an overwhelming flow of information. And when it comes to climate change, it’s not just a personal skill, it’s a public responsibility. Those who are digitally literate don’t just spot misleading content, they also call for action. They push for stronger safeguards and clearer standards from both EU institutions and digital platforms, demanding accountability and measures to limit the spread of harmful disinformation. And all this can be done through the very same online environment—using the space that can distort information to our advantage.
If we want meaningful climate action, we need meaningful digital engagement. And that starts with education. Visit our website and explore the full Digital Literacy module developed through the Adaptation AGORA project.
*Spyridoula Markou is a fact-checking consultant at Athens Technology Center and an assessor at IFCN and EFCSN. She has worked on projects addressing Foreign Information Manipulation and Interference (FIMI) and was previously a fact-checker at Ellinika Hoaxes. She holds a Master’s in Journalism and Mass Media and a Bachelor’s in Primary Education. Her research interests include disinformation, FIMI, climate change disinformation, and media literacy.