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Misinformation as a Societal Problem in Times of Crisis: A Mixed-Methods Study with Future Teachers to Promote a Critical Attitude towards Information

Author

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  • Angelika Bernsteiner

    (Centre for Didactics of Natural Sciences and Mathematics, University of Graz, 8010 Graz, Austria)

  • Thomas Schubatzky

    (Department of Subject-Specific Education and Institute for Experimental Physics, University of Innsbruck, 6020 Innsbruck, Austria)

  • Claudia Haagen-Schützenhöfer

    (Department of Physics Education Research, Institute of Physics, University of Graz, 8010 Graz, Austria)

Abstract

Global society is facing major challenges, which are to be met by pursuing the Sustainable Development Goals (SDGs). Digitalization processes bring many opportunities for achieving SDGs, but they also bring pitfalls. For example, on one hand, social media makes it easier for more parts of society to participate. On the other hand, the ability to rapidly circulate unfiltered information can lead to the spread of misinformation and subsequently interfere with the achievement of SDGs. This effect could be observed during the COVID-19 pandemic and continues to occur in the context of climate change. Young people are especially likely to be exposed to misinformation on social media. With this in mind, it is enormously important for schools to prepare young people to critically handle the overload of information available online. The aim of this study was to provide future middle and high school teachers with a fruitful approach to foster a critical attitude towards information in classrooms. To this end, we expanded an existing approach by implementing active, technique-based inoculation and technique-based debunking within the COVID-19 content framework in a teacher education course. This implementation was monitored by a mixed-methods study with n = 24 future middle and high school teachers who participated in two courses in subsequent semesters. By performing statistical analysis on pretests and posttests and qualitative content analysis on reflective journal entries, we found that future teachers’ self-efficacy expectations for detecting and debunking misinformation, as well as their debunking skills, increased throughout the courses. In addition, our results show that future teachers perceive active, technology-based inoculation as a helpful approach for their future teaching. They feel that this approach can be a way to implement education for sustainable development in schools with a focus on the promotion of critical thinking. In summary, we believe that the approach presented in this article may be beneficial for teaching the critical treatment of information in various thematic contexts.

Suggested Citation

  • Angelika Bernsteiner & Thomas Schubatzky & Claudia Haagen-Schützenhöfer, 2023. "Misinformation as a Societal Problem in Times of Crisis: A Mixed-Methods Study with Future Teachers to Promote a Critical Attitude towards Information," Sustainability, MDPI, vol. 15(10), pages 1-22, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:10:p:8161-:d:1149224
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    References listed on IDEAS

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    1. Yuanyuan Wu & Ozan Kuru & Dam Hee Kim & Seongcheol Kim, 2023. "COVID-19 News Exposure and Vaccinations: A Moderated Mediation of Digital News Literacy Behavior and Vaccine Misperceptions," IJERPH, MDPI, vol. 20(1), pages 1-29, January.
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    3. Andrea Corres & Marco Rieckmann & Anna Espasa & Isabel Ruiz-Mallén, 2020. "Educator Competences in Sustainability Education: A Systematic Review of Frameworks," Sustainability, MDPI, vol. 12(23), pages 1-24, November.
    4. Jinjin Ma & Yidi Chen & Huanya Zhu & Yiqun Gan, 2023. "Fighting COVID-19 Misinformation through an Online Game Based on the Inoculation Theory: Analyzing the Mediating Effects of Perceived Threat and Persuasion Knowledge," IJERPH, MDPI, vol. 20(2), pages 1-18, January.
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