On a quiet October afternoon at Université d’Évry Paris-Saclay, a small group of education leaders gathered around a table with a shared purpose: to discuss how France can better prepare teachers and learners for the digital challenges ahead. The 2nd Stakeholder and Policymaker Meeting for the Think Twice project brought together six representatives from national and regional education bodies, each carrying years of experience and a genuine interest in shaping meaningful change. What was planned as a formal presentation quickly turned into an open and lively exchange, as participants explored how the newly developed “Think for Yourself” micro-credentials could support teachers in strengthening media and information literacy across all levels of education.
As the conversation unfolded, the atmosphere became increasingly collaborative. Participants connected the micro-credentials to their day-to-day work, reflecting on the growing need to equip educators with tools that go beyond technical skills and foster critical, responsible engagement with digital information. They appreciated the micro-credentials’ practical structure and their alignment with the European Qualifications Framework, recognising their potential to fit naturally into teacher development programmes. Still, the group did not shy away from raising concerns. Some questioned whether France’s administrative landscape was flexible enough to welcome new certification models, while others wondered how schools would find the time and resources to adopt them without stronger national support.
By the end of the meeting, a clear sense of shared purpose had formed. Although challenges were acknowledged, the overall tone remained positive and forward-looking. Stakeholders expressed interest in pilot testing, adapting the micro-credentials to the French context, and continuing exchanges with regional networks. As the room emptied and discussions came to a close, it was evident that the meeting had not only deepened understanding of the micro-credentials but had also encouraged broader reflection on how media literacy can take a more prominent place in French education.
