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Risk has become a social and informational reality, both objective and subjective, “that drives us to act”. Its integration as a regulated condition of the informational experience supposes an intelligence and an experience of the activity shared with the students. The integration of the risk dimension in teaching and learning activities is associated with “media literacy” in our educational system. Its objective is the awareness and management of students’ activity in an information environment. The ability to assess digital risks and the possibility of managing events/information in a critical way are the horizon. Media education opens up, beyond the mastery of informational tools, by taking into account the fragility of information systems or illicit uses, to the informational experience and to an information culture. It is not a matter of protecting ourselves from risk, but of designing support for students that is adapted to information contexts. “Risk education”, integrated into teaching and learning, examines the new skills required for an information society, as well as pedagogical mediation. Risk education integrated with information literacy responds to the need for the new regulations (Beck) required for an information society. Different paths, the plurality of situations and uses, are thus to be explored in the educational field. The notion of risk, as a condition, is not a limit to be fixed but a critical tool within learning.