Published : 2026-10-19

Fact-Checking: Self-Reported Information Verification Practices and Self-Assessed Media Literacy Among School and University Students

Abstract

The article analyses declared information-verification practices and self-assessed media competencies among upper-secondary-school and university students. It starts from the growing role of social media as an information source and the associated risk of disinformation and fake news. The theoretical section discusses the diffusion of false content, the role of algorithms, echo chambers and bots, and the importance of fact-checking. A diagnostic survey using CAWI was conducted with a non-probability sample of 278 respondents. University students more often than school students declared checking information in other sources and verifying the source before sharing. No statistically significant association was found between self-assessed ability to distinguish false information and declared belief in information later found to be false. This result does not justify treating self-assessment as evidence of actual competence. The analysis concerns respondents’ declarations rather than performance-based verification ability.

Keywords:

fact-checking, disinformation, fake news, media literacy, media competencies, social media, youth



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Kot, K. (2026). Fact-Checking: Self-Reported Information Verification Practices and Self-Assessed Media Literacy Among School and University Students. Roczniki Nauk Społecznych, (Online First). https://doi.org/10.18290/rns2026.0042

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Artykuły w czasopiśmie dostępne są na licencji Creative Commons Uznanie autorstwa – Użycie niekomercyjne – Bez utworów zależnych 4.0 Międzynarodowe (CC BY-NC-ND 4.0)