Enhancing teachers’ digital competence for combating disinformation and fake news through the use of social media in classroom

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Abstract

Enhancing the digital competences of teachers remains a critical and pressing issue, despite that fact almost two decades have passed since their inclusion in education legislation. The emergence of concerning and challenging scenarios, such as the widespread use of social media among minors and the rapid proliferation of disinformation, underscores the necessity for ongoing vigilance and adaptation in this domain. The present study is particularly significant as it examines the support provided to secondary education teachers in addressing the issue of disinformation and fake news in social media. This study has two primary objectives: first, to explore and describe the differences and similarities between teachers and students in terms of their digital competences, use of social media, and the management of disinformation; second, to design training materials for use in the classroom based on the findings. To achieve the first objective, a quantitative methodology was applied to a convenience sample comprising 1,186 students aged 12 to 18 and 166 secondary education teachers. Given the sample distribution, non-parametric statistical analyses were conducted, using the Mann–Whitney U test to compare independent groups. The results provide a basis for an educational approach that aims to improve three distinct areas of digital competence for teachers, as identified in the DigCompEdu framework: facilitating learners´ digital competence, supporting teaching and learning, and empowering learners. Findings from the second stage present a detailed guide for secondary education teachers, including innovative training materials and methodological support for effectively developing and integrating digital competences in the classroom.