Search Results (96)

The rapid proliferation of misinformation on social media underscores the urgent need for scalable digital-literacy instruction. This study presents the design and evaluation of a Generative AI-enhanced serious game system that integrates Large Language Models (LLMs) to drive adaptive non-player characters (NPCs). Unlike traditional scripted interactions, the system employs role-based prompt engineering to align real-time AI dialogue with the Currency, Relevance, Authority, Accuracy, and Purpose (CRAAP) framework, enabling dynamic scaffolding and authentic misinformation scenarios. A mixed-method experiment with 60 undergraduate students compared this AI-driven approach to traditional instruction using a 40-item digital-literacy pre/post test, the Intrinsic Motivation Inventory (IMI), and open-ended reflections. Results indicated that while both groups improved significantly, the game-based group achieved larger gains in credibility-evaluation performance and reported higher perceived competence, interest, and effort. Qualitative analysis highlighted the HCI trade-off between the high pedagogical value of adaptive AI guidance and technical constraints such as system latency. The findings demonstrate that Generative AI can be effectively operationalized as a dynamic interface layer in serious games to strengthen critical reasoning. This study provides practical guidelines for architecting AI-NPC interactions and advances the theoretical understanding of AI-supported educational informatics. Full article

This study empirically analyzed changes in the representation of older adults in Korean digital media from 2020 to 2024. As Korea enters a super-aged society, social perceptions of aging and older adults are rapidly evolving through digital platforms. This study aimed to identify how public discourse about older adults has shifted in emotional tone and thematic structure within online media environments. Approximately 200,000 text data points were collected from news and YouTube comments containing keywords related to older adults. Text mining techniques—including Latent Dirichlet Allocation (LDA) topic modeling, sentiment analysis, and time-series analysis—were applied to examine annual trends and emotional transitions. The findings revealed a clear shift in thematic emphasis from “health,” “care,” and “vulnerability” toward “participation,” “self-management,” and “digital activity.” Negative sentiments decreased (from 58.3% in 2020 to 37.8% in 2024), while positive sentiments increased (from 22.5% to 42.7%). These results indicate that the image of older adults in digital discourse has transformed from that of passive care recipients to active and independent participants in society. The study supports the ongoing policy debate in Korea on redefining the age threshold for “older adults” from 65 to 70 years, emphasizing capability over chronological age. Digital media play a critical role in shaping these changing perceptions, highlighting the need for intergenerational media literacy education and policy interventions that promote inclusive and age-positive communication. Full article

Online hate speech poses a growing socio-technological threat that undermines democratic resilience and obstructs progress toward Sustainable Development Goal 16 (SDG 16). This study examines the regulatory and behavioral dimensions of this phenomenon through a combined legal analysis of platform governance and an empirical survey conducted on Meta platforms, based on a sample of young Hungarians (N = 301, aged 14–34). This study focuses on Hungary as a relevant case study of a Central and Eastern European (CEE) state. Countries in this region, due to their shared historical development, face similar societal challenges that are also reflected in the online sphere. The combination of high social media penetration, a highly polarized political discourse, and the tensions between platform governance and EU law (the DSA) makes the Hungarian context particularly suitable for examining digital resilience and the legal awareness of young users. The results reveal a significant “awareness gap”: While a majority of young users can intuitively identify overt hate speech, their formal understanding of platform rules is minimal. Furthermore, their sanctioning preferences often diverge from Meta’s actual policies, indicating a lack of clarity and predictability in platform governance. This gap signals a structural weakness that erodes user trust. The legal analysis highlights the limited enforceability and opacity of content moderation mechanisms, even under the Digital Services Act (DSA) framework. The empirical findings show that current self-regulation models fail to empower users with the necessary knowledge. The contribution of this study is to empirically identify and critically reframe this ‘awareness gap’. Moving beyond a simple knowledge deficit, we argue that the gap is a symptom of a deeper legitimacy crisis in platform governance. It reflects a rational user response—manifesting as digital resignation—to opaque, commercially driven, and unaccountable moderation systems. By integrating legal and behavioral insights with critical platform studies, this paper argues that achieving SDG 16 requires a dual strategy: (1) fundamentally increasing transparency and accountability in content governance to rebuild user trust, and (2) enhancing user-centered digital and legal literacy through a shared responsibility model. Such a strategy must involve both public and private actors in a coordinated, rights-based approach. Ultimately, this study calls for policy frameworks that strengthen democratic resilience not only through better regulation, but by empowering citizens to become active participants—rather than passive subjects—in the governance of online spaces. Full article

This study examines the determinants of tolerance among higher education students in Montenegro and their implications for educational and societal sustainability. Guided by the framework of Education for Sustainable Development (ESD), it investigates how socio-demographic factors, economic insecurity, political orientations, and digital media use shape attitudes toward ethnic, religious, and cultural diversity. Cross-sectional survey data were collected from 469 students in 2021 and analysed using binary logistic regression. Results show that education is the strongest predictor of tolerant attitudes (p < 0.01), highlighting the transformative role of higher education in fostering inclusive and sustainability-relevant competencies. Economic insecurity, particularly unemployment, was associated with more exclusionary views, linking social equity to sustainability outcomes. Gender (p < 0.001), age (p = 0.07), and engagement with human-rights content online (p < 0.01) also emerged as significant predictors. Religiosity showed a modest negative association with tolerance (p = 0.01). The final model explained 37% of the variance in tolerant attitudes (Nagelkerke R² = 0.37). Digital media played an ambivalent role: while it increased exposure to diverse perspectives, it also contributed to polarization, underscoring the need for critical digital literacy within ESD-aligned curricula. Overall, the findings demonstrate that inclusive education, digital competence, and participatory learning environments are central to building tolerant, cohesive, and sustainability-oriented societies. The study contributes to ESD scholarship by linking social inclusion, sustainability competencies, and the role of higher education in post-transition contexts. Full article

Misinformation circulating on social media presents a critical challenge for journalism and media education in the digital age. Beyond individual news consumption, it reflects broader concerns about cognitive processing and the cultivation of transversal competencies that underpin responsible digital citizenship. This study examines how foundational literacy shapes online fact-checking behavior through the mediating role of news literacy and whether this relationship is moderated by heuristic–systematic processing within social media environments. An online survey of South Korean college students was conducted, and moderated mediation analysis revealed that foundational literacy indirectly fosters fact-checking through enhanced news literacy. However, reliance on heuristic shortcuts weakened this pathway, highlighting how cognitive biases can undermine critical verification in digital contexts. These findings suggest that journalism education would benefit from moving beyond functional skills to incorporate awareness of platform-driven information flows, reflective media engagement, and critical evaluation into curricula. By positioning news literacy as a core competency for contemporary digital environments, this study contributes to ongoing discussions on how higher education can prepare future journalists and media users to navigate complex, technology-mediated information ecosystems with ethical and epistemic responsibility. Full article

From a critical feminist perspective, it is hypothesised that the gender digital divide may be related to new forms of virtual gender-based violence that particularly affect girls and young women. If this is the case, these forms of violence would fall within the dimension of exploitation or quality of use of technologies that characterises the digital divide. To test this hypothesis, a documentary analysis of the phenomenon was carried out by reviewing different cases reported in various media outlets, which show that the well-being of girls and adolescents is at risk when technology is involved. Four categories emerge that reflect situations in which technology becomes a tool for promoting self-harm and suicide among minors through exposure to harmful content, grooming, sexting and/or sextortion; the digital sexual exploitation of underage girls through deepfakes or intimate images generated with artificial intelligence; the consumption of violent and hateful content in mass chats; and the incitement of gender-based violence through video games. The results show the reproduction and perpetuation of gender-based violence in the digital world. To guarantee safe, inclusive and equitable digital environments, various measures are essential, including European policies or plans aimed at guaranteeing digital security and rights, and those related to critical digital literacy with a gender perspective in formal education (school and university) and informal education (parents, carers and guardians). Finally, we urge that the focus be placed on personal digital resilience, since thinking of a completely secure digital world is a naive and unattainable utopia. Full article

Learning regulation is a central determinant of student achievement and autonomy in higher education. Grounded in Self-Determination Theory, this quasi-experimental study examined the effects of a seven-week intervention in biomedical education that combined visual modeling through drawing with gamification elements supported by digital tools (ClassDojo, 3D atlases, augmented reality). Participants were 116 first-year anatomy students from two universities, one receiving the experimental treatment (visual modeling with gamification) and the other serving as a control group (traditional instruction). Pre- and post-intervention measures were collected using the Self-Regulation of Learning Questionnaire to assess changes in autonomous regulation (AR), controlled regulation (CR), and the Relative Autonomy Index (RAI). Results showed no significant effects on AR, while CR was significantly higher in the experimental group. A treatment effect was also found for the RAI, although no evidence of motivational internalization toward more autonomous regulation emerged within the short intervention. This study highlights how gamified digital platforms can serve as tools for media literacy in higher education, fostering critical engagement with technology as a component of lifelong learning. Findings suggest that combining gamification with visual modeling reinforces controlled regulation, while longer and more autonomy-supportive interventions may be required to foster sustainable autonomous regulation. Full article

This article explores the crucial role of media education and media literacy as effective tools in combating disinformation. In the context of the growing influence of digital media and the increasing spread of fake news, propaganda, and manipulative content, the authors examine the level of awareness among young people regarding key media-related concepts such as media literacy, fake news, propaganda, and disinformation. A sociological survey was conducted among students from two Ukrainian higher education institutions—Ivan Franko National University of Lviv and Lviv Polytechnic National University—involving 277 respondents. The research aimed to evaluate the depth of understanding and preparedness of youth to critically assess media content and recognize signs of manipulative information. The findings indicate a clear trend: media awareness and critical thinking skills improve progressively from secondary school students to university students. This article emphasizes the importance of integrating media literacy into formal education systems as a long-term strategy to build a more informed and resilient society. The authors highlight the need for systematic educational initiatives and practical training in media literacy to empower young audiences in navigating the complex media environment and resisting the impact of disinformation. Full article

This conceptual review article explores the intersection of multimodal writing and multilingualism in a contemporary educational context, with a focus on both secondary and post-secondary classrooms. As digital tools, media platforms, and global communication in interconnected spaces reshape literacy practices, students increasingly communicate and express themselves through a range of modes—visual, audio, textual, and gestural—often in more than one language. This article argues for reimagining and reconceptualizing writing to be a multifaceted literacy practice that integrates multimodal digital tools and that invites multilingual literacy opportunities. Drawing on classroom examples and current research on multimodal writing and translanguaging practices in multilingual spaces, the article explores how educators can support students in developing critical literacy skills through multimodal projects that honor linguistic diversity, cultural identity, and multiple means of expression. The article offers practical strategies for scaffolding multimodal writing in multilingual space, creating inclusive literacy environments where multilingualism and multimodality are seen as a resource, not a barrier. Full article

This study develops machine learning models to assess Media and Information Literacy (MIL) skills specifically in the context of disinformation among students, particularly future educators and communicators. While the digital revolution has expanded access to information, it has also amplified the spread of false and misleading content, making MIL essential for fostering critical thinking and responsible media engagement. Despite its relevance, predictive modeling of MIL in relation to disinformation remains underexplored. To address this gap, a quantitative study was conducted with 723 students in education and communication programs using a validated survey. Classification and regression algorithms were applied to predict MIL competencies and identify key influencing factors. Results show that complex models outperform simpler approaches, with variables such as academic year and prior training significantly improving prediction accuracy. These findings can inform the design of targeted educational interventions and personalized strategies to enhance students’ ability to critically navigate and respond to disinformation in digital environments. Full article

This article examines online hate as a driver of cyberbullying and a barrier to inclusive schooling, integrating theoretical, philosophical and methodological perspectives. We approach hate speech as communicative practices that legitimise discrimination and exclusion and, once amplified by social media affordances, erode equity, belonging and well-being in educational settings. The study adopts a qualitative, exploratory–descriptive design using focus groups with pre-service teachers from initial teacher education programmes across several Chilean regions. Participants reflected on the presence, trajectories and classroom effects of cyberhate/cyberbullying. Data were analysed thematically with ATLAS.ti24. Findings describe a recurrent pathway in which anonymous posts lead to public exposure, followed by heightened anxiety and eventual withdrawal. This shows how online aggression spills into classrooms, normalises everyday disparagement and fuels self-censorship, especially among minoritised students. The analysis also highlights the amplifying role of educator authority (tone, feedback, modelling) and institutional inaction. In response, participants identified protective practices: explicit dialogic norms, rapid and caring classroom interventions, restorative and care-centred feedback, partnership with families and peers, and critical digital citizenship that links platform literacy with ethical reasoning. The article contributes evidence to inform anti-bullying policy, inclusive curriculums and teacher education by proposing actionable, context-sensitive strategies that strengthen equity, dignity and belonging. Full article

Hate speech comprises expressions that promote discrimination, violence, and the exclusion of individuals or groups based on identity characteristics such as race, gender, religion, or sexual orientation. Social media platforms have provided a space for the amplification of such discourse, fostering a climate of intolerance that undermines social and democratic coexistence. In the educational sphere, hate speech has a detrimental impact on the initial training of students and teachers. That its presence within school environments contributes to social fragmentation, the deterioration of learning processes, and an increase in violence. Furthermore, such discourse reinforces prejudices and stereotypes that hinder the construction of a critical and pluralistic citizenship. From the outset of teacher education, it is essential to develop pedagogical strategies that foster critical thinking and education in democratic values. Digital literacy and explicit instruction on the impact of hate speech can contribute to the prevention of these exclusionary dynamics. An inclusive and reflective education is key to counteracting the effects of intolerance in contemporary society. Full article

The result of accelerated development and technological progress is manifested through numerous changes in the labor market, primarily concerning the competencies of future employees. Many of those competencies have symmetrical character. The determinants that may influence the development of specific competencies are variable and dynamic, yet they share the characteristic of transcending temporal and spatial boundaries. In this paper we propose the use of a combination of Principal Component Analysis (PCA) and Fuzzy Analytic Hierarchy Process (FAHP) to rank 21st-century competencies that are developed independently of the formal educational process. Ability to organize and plan, appreciation of diversity and multiculturalism, and ability to solve problems appeared to be the highest-ranked competencies. The development of key competencies is symmetrical to the skills for the labor market. Also, the development of key competencies is symmetrical to the right selection of the quality of media content. The paper proves that the development of key competencies is symmetrical to the level of education of both parents. One of the key findings is that participants with higher levels of media literacy express more readiness for the contemporary labor market. Moreover, the family, particularly parents, exerts a highly significant positive influence on the development of 21st-century competencies. Parents with higher levels of education, in particular, provide a stimulating environment for learning, foster critical thinking, and encourage the exploration of diverse domains of knowledge. Full article

The rise of social media platforms has fundamentally reshaped the global information ecosystem, fostering the spread of disinformation. Beyond the circulation of false content, this article frames disinformation as an aesthetic crisis of public communication: an algorithmic reorganization of sensory experience that privileges performative virality over shared intelligibility, fragmenting public discourse and undermining democratic deliberation. Drawing on John Dewey’s philosophy of aesthetic experience and critical theory (Adorno, Benjamin, Fuchs, Han), we argue that journalism, understood as a form of public art rather than mere fact-transmission, can counteract this crisis by cultivating critical attention, narrative depth, and democratic engagement. We introduce the concept of aesthetic literacy as an extension of media literacy, equipping citizens to discern between seductive but superficial forms and genuinely transformative experiences. Empirical examples from Portugal (Expresso, Público, Mensagem de Lisboa) illustrate how multimodal journalism—through paced narratives, interactivity, and community dialogue—can reconstruct Deweyan “integrated experience” and resist algorithmic disinformation. We propose three axes of intervention: (1) public education oriented to aesthetic sensibility; (2) journalistic practices prioritizing ambiguity and depth; and (3) algorithmic transparency. Defending journalism as a public art of experience is thus crucial for democratic regeneration in the era of sensory capitalism, offering a framework to address the structural inequalities embedded in global information flows. Full article

Background: The widespread use of social media among children and adolescents has raised increasing concern about its potential impact on mental health. Given the unique neurodevelopmental vulnerabilities during adolescence, understanding how digital platforms influence psychiatric outcomes is critical. Objectives: This narrative review aims to synthesize current evidence on the relationship between social media exposure and key psychiatric symptoms in youth, including depression, anxiety, body image disturbances, suicidality, and emotional dysregulation. Methods: We conducted a comprehensive narrative review of the literature, drawing from longitudinal, cross-sectional, and neuroimaging studies published in peer-reviewed journals. Specific attention was given to moderators (e.g., age, gender, and personality traits) and mediators (e.g., sleep, emotion regulation, and family context) influencing the relationship between social media use and mental health outcomes. Results: Evidence indicates that certain patterns of social media use, especially passive or compulsive engagement, are associated with increased risk of depression, anxiety, body dissatisfaction, and suicidal ideation. Adolescent girls, younger users, and those with low self-esteem or poor emotional regulation are particularly vulnerable. Neuroimaging studies show that social media activates reward-related brain regions, which may reinforce problematic use. Family support and digital literacy appear to mitigate negative effects. Conclusions: Social media use is not uniformly harmful; its psychological impact depends on how, why, and by whom it is used. Multilevel prevention strategies, including media education, parental involvement, and responsible platform design, are essential to support healthy adolescent development in the digital age. Full article