Recognizing and managing disinformation and misinformation: qualitative insights into strategies of Third Age university participants

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15260%2F25%3A73633713" target="_blank" >RIV/61989592:15260/25:73633713 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/61989592:15210/25:73633713

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/2331186X.2025.2551175#abstract" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/2331186X.2025.2551175#abstract</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/2331186X.2025.2551175" target="_blank" >10.1080/2331186X.2025.2551175</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Recognizing and managing disinformation and misinformation: qualitative insights into strategies of Third Age university participants

Popis výsledku v původním jazyce

This study examines seniors’ recognition of and reactions to disinformation and misinformation, including their emotional responses. The aim is to identify factors that influence the recognition of trustworthy information and to provide a basis for effective information literacy programs. Participants were seniors enrolled in lifelong learning programs across Czech universities. Data was gathered through three focus groups involving 35 participants, discussing typical misinformation scenarios in varied contexts. Audio recordings were transcribed and analysed using thematic analysis to identify key themes. Five main themes emerged: reactions to disinformation and misinformation, strategies for managing encounters, factors influencing credibility recognition, the role of social environments, and motivations for (non)sharing information. Family support was identified as a crucial factor in helping seniors recognise disinformation and misinformation. The acceptance and spread of disinformation and misinformation were influenced by cognitive, emotional, and behavioural factors, with education playing a critical role. It is essential to develop prevention programmes for older people aimed at critical thinking and improving information and data literacy. Emphasis should also be placed on strengthening social connections and emotional resilience to help seniors better manage the impact of misinformation and protect themselves from its negative effects.

Název v anglickém jazyce

Recognizing and managing disinformation and misinformation: qualitative insights into strategies of Third Age university participants

Popis výsledku anglicky

This study examines seniors’ recognition of and reactions to disinformation and misinformation, including their emotional responses. The aim is to identify factors that influence the recognition of trustworthy information and to provide a basis for effective information literacy programs. Participants were seniors enrolled in lifelong learning programs across Czech universities. Data was gathered through three focus groups involving 35 participants, discussing typical misinformation scenarios in varied contexts. Audio recordings were transcribed and analysed using thematic analysis to identify key themes. Five main themes emerged: reactions to disinformation and misinformation, strategies for managing encounters, factors influencing credibility recognition, the role of social environments, and motivations for (non)sharing information. Family support was identified as a crucial factor in helping seniors recognise disinformation and misinformation. The acceptance and spread of disinformation and misinformation were influenced by cognitive, emotional, and behavioural factors, with education playing a critical role. It is essential to develop prevention programmes for older people aimed at critical thinking and improving information and data literacy. Emphasis should also be placed on strengthening social connections and emotional resilience to help seniors better manage the impact of misinformation and protect themselves from its negative effects.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/TQ01000315" target="_blank" >TQ01000315: Labyrinty kritického myšlení: Zvyšování datové gramotnosti a kritického myšlení seniorů</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Cogent Education

ISSN

2331-186X

e-ISSN

—

Svazek periodika

12

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

12

Strana od-do

1-12

Kód UT WoS článku

001558751100001

EID výsledku v databázi Scopus

2-s2.0-105014181270