Enhancing teachers’ digital competence for combating disinformation and fake news through the use of social media in classroom
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...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universidad Francisco de Vitoria |
| Repositorio: | DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria |
| Idioma: | inglés |
| OAI Identifier: | oai:ddfv.ufv.es:10641/7899 |
| Acceso en línea: | https://hdl.handle.net/10641/7899 |
| Access Level: | acceso abierto |
| Palabra clave: | Digital competences Disinformation Media literacy Secondary education Social media Teacher training Education Yes yes |
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Enhancing teachers’ digital competence for combating disinformation and fake news through the use of social media in classroom |
| title |
Enhancing teachers’ digital competence for combating disinformation and fake news through the use of social media in classroom |
| spellingShingle |
Enhancing teachers’ digital competence for combating disinformation and fake news through the use of social media in classroom Pérez-Escoda, Ana Digital competences Disinformation Media literacy Secondary education Social media Teacher training Education Yes yes |
| title_short |
Enhancing teachers’ digital competence for combating disinformation and fake news through the use of social media in classroom |
| title_full |
Enhancing teachers’ digital competence for combating disinformation and fake news through the use of social media in classroom |
| title_fullStr |
Enhancing teachers’ digital competence for combating disinformation and fake news through the use of social media in classroom |
| title_full_unstemmed |
Enhancing teachers’ digital competence for combating disinformation and fake news through the use of social media in classroom |
| title_sort |
Enhancing teachers’ digital competence for combating disinformation and fake news through the use of social media in classroom |
| dc.creator.none.fl_str_mv |
Pérez-Escoda, Ana Ortega-Fernández, Eglée Martínez-Otón, Laura |
| author |
Pérez-Escoda, Ana |
| author_facet |
Pérez-Escoda, Ana Ortega-Fernández, Eglée Martínez-Otón, Laura |
| author_role |
author |
| author2 |
Ortega-Fernández, Eglée Martínez-Otón, Laura |
| author2_role |
author author |
| dc.contributor.none.fl_str_mv |
Facultad de Ciencias de la Comunicación Universidad Francisco de Vitoria |
| dc.subject.none.fl_str_mv |
Digital competences Disinformation Media literacy Secondary education Social media Teacher training Education Yes yes |
| topic |
Digital competences Disinformation Media literacy Secondary education Social media Teacher training Education Yes yes |
| description |
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. |
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2026 |
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2026 2026-01-22 2026 2026-01-22 |
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journal article http://purl.org/coar/resource_type/c_6501 |
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info:eu-repo/semantics/article |
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https://hdl.handle.net/10641/7899 |
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https://hdl.handle.net/10641/7899 |
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Inglés eng |
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Inglés |
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eng |
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open access http://purl.org/coar/access_right/c_abf2 http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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info:eu-repo/semantics/openAccess |
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open access http://purl.org/coar/access_right/c_abf2 http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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application/pdf |
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Enhancing teachers’ digital competence for combating disinformation and fake news through the use of social media in classroomPérez-Escoda, AnaOrtega-Fernández, EgléeMartínez-Otón, LauraDigital competencesDisinformationMedia literacySecondary educationSocial mediaTeacher trainingEducationYesyesEnhancing 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.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.Facultad de Ciencias de la ComunicaciónUniversidad Francisco de Vitoria20262026-01-2220262026-01-22journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10641/7899reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoriainstname:Universidad Francisco de VitoriaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ddfv.ufv.es:10641/78992026-06-11T12:44:57Z |
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15,812429 |