Combating Disinformation in the Digital Era Assessing Perceptions, Validation Practices and Educational Interventions

In today’s digital world, disinformation presents a significant societal challenge due to the deliberate manipulation of information aimed at deceiving audiences (Iosifidis & Nicoli, 2019). Unlike fake news, which may involve accidental errors, disinformation is intentionally designed to distort reality and influence public opinion (Langmie, 2021). The use of advanced technologies like AI to alter text, voice, images, and videos amplifies the impact of modern disinformation. A 2018 report by the European Commission characterizes disinformation as false, inaccurate, or misleading information created with the intent to harm the public or generate profit, excluding illegal content such as defamation and hate speech (European Commission, 2018). Disinformation poses a threat to democratic systems by propagating authoritarian ideologies (Iosifidis & Nicoli, 2019; Langmie, 2021), particularly within ideologically homogenous communities known as echo chambers (Corbu et al., 2020). Historical examples, like those cited by Berliner in 1992 regarding educational reforms, demonstrate disinformation’s ability to shape public perception and policy (Berliner, 1992). Disinformation spreads through bots, troll farms, and targeted advertising, often creating an illusion of credibility by originating from multiple sources (Howard et al., 2021). The emergence of AI-generated synthetic media further complicates efforts to detect and counteract disinformatioPublic media services are crucial in fighting disinformation by providing context, content, and reliable services (Horowitz et al., 2020). Developing educational programs that equip young people with the skills to identify and challenge disinformation is essential (Howard et al., 2021). This study explores the perceptions, attitudes, and behaviours of young people concerning internet disinformation, particularly university and high school students. It investigates the relationship between disinformation awareness, the accuracy of information validation, social media use, and experiences with cyber threats. The research employs survey, comparative, and descriptive methods, supplemented by correlation analysis. The study highlights the importance of educational initiatives to improve disinformation recognition and critical thinking skills. It supports the use of project-based learning and innovative teaching methods to tackle these issues (Pérez-Escolar et al., 2021; Van der Linden et al., 2020). The roles of educators and librarians in disinformation education should be expanded (Farmer, 2019; Kaufman, 2021). Addressing disinformation in the digital age requires a coordinated educational approach and international cooperation to develop curricula that strengthen young people’s ability to resist misleading information.