Pre-services teachers’ perceptions around misinformation and their role in combatting polarisation

• In Event: Highlighted Session: Citizenship education and teaching digital competencies for a polarized time

Proposal

Fake news is rapidly becoming a pressing problem for global social coexistence and protection of democratic values and systems. And in an era where misinformation and disinformation proliferate online, the role of teachers in combating polarisation has become increasingly critical. This paper explores pre-service teachers' understandings around misinformation and their perceived responsibility in supporting young people develop critical literacy skills. Drawing from a survey conducted among pre-service teachers in Northern Ireland, we will examine their views on the prevalence of misinformation, their confidence in identifying it, and their beliefs about the role of education in fostering critical digital media literacy among students.

The analysis of survey data revealed that while a majority of pre-service teachers recognise the dangers posed by misinformation, there is a notable variance in their confidence levels regarding their ability to identify fake news. Despite acknowledging the importance of distinguishing between reliable and unreliable information, many student teachers feel inadequately prepared by their own education to tackle these challenges in the classroom. This sense of unpreparedness is particularly pronounced when addressing complex socio-political issues that are often subjects of disinformation campaigns. Moreover, the study highlights pre-service teachers' strong belief that schools have a role to play in teaching students how to navigate safely complex digital landscapes. These pre-service teachers expressed the view that nurturing a more critical disposition amongst young people must occur across the Northern Ireland Curriculum - and not simply for responsibility to rest with subjects like Citizenship, History and Politics. However, they also noted a gap between this ideal and the practical realities of classroom teaching, where time constraints and performativity pressures ‘teaching to the test’ often limit time spent on developing the critical capacity of young people.

The paper also discusses the wider implications of these findings for educational policy and initial teacher education programmes. It argues that to effectively combat polarisation, there is an urgent need to equip teachers with the necessary tools and knowledge to educate young people on identifying and critically evaluating misinformation. The development of targeted professional learning programmes that focus on digital literacy and critical thinking skills is essential to empower teachers to fulfil this role.

In conclusion, the paper calls for a more proactive approach in integrating digital/media literacy into the educational framework, ensuring that young people are better prepared to engage with/deconstruct the information they encounter in a complex and often polarised digital world. By supporting teachers in this mission, education can play a pivotal role in mitigating the effects of misinformation and fostering a more informed and critically engaged citizens.

Authors

• Una O'Connor, Ulster University

• Clare McAuley, Ulster University