Media Literacy and Faculty Responsibility: Addressing AI-Generated Disinformation in Higher Education
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| Title: | Media Literacy and Faculty Responsibility: Addressing AI-Generated Disinformation in Higher Education |
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| Language: | English |
| Authors: | Lilian H. Hill, Simone C. O. Conceição |
| Source: | New Directions for Adult and Continuing Education. 2025 (188):63-69. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Media Literacy, Artificial Intelligence, Teacher Responsibility, Misinformation, Critical Thinking, Mass Media Effects, Public Opinion, Trust (Psychology), Audits (Verification) |
| DOI: | 10.1002/ace.70018 |
| ISSN: | 1052-2891 1536-0717 |
| Abstract: | As artificial intelligence rapidly evolves, the complexity of navigating an information landscape saturated with synthetic content, misinformation, and disinformation is amplified. Deepfakes, AI-generated texts, and algorithmically curated media increasingly challenge public trust and informed democratic participation. This article explores how GenAI-manipulated media affects faculty and learners, highlighting the need to strengthen critical digital and media literacy across higher education environments. Drawing on recent research and adult education literature, the manuscript explores epistemic rights, the influence of misinformation on public opinion, and the role of critical thinking in resisting deceptive content. It presents practical, research-based strategies that faculty in higher education can adopt to facilitate learning about source evaluation, manipulation recognition, digital verification techniques, and AI tools to combat misinformation. By fostering a culture of critical inquiry, faculty can empower learners to navigate complex media environments, engage in informed civic discourse, and contribute to a more equitable and resilient democratic society. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493504 |
| Database: | ERIC |
| Abstract: | As artificial intelligence rapidly evolves, the complexity of navigating an information landscape saturated with synthetic content, misinformation, and disinformation is amplified. Deepfakes, AI-generated texts, and algorithmically curated media increasingly challenge public trust and informed democratic participation. This article explores how GenAI-manipulated media affects faculty and learners, highlighting the need to strengthen critical digital and media literacy across higher education environments. Drawing on recent research and adult education literature, the manuscript explores epistemic rights, the influence of misinformation on public opinion, and the role of critical thinking in resisting deceptive content. It presents practical, research-based strategies that faculty in higher education can adopt to facilitate learning about source evaluation, manipulation recognition, digital verification techniques, and AI tools to combat misinformation. By fostering a culture of critical inquiry, faculty can empower learners to navigate complex media environments, engage in informed civic discourse, and contribute to a more equitable and resilient democratic society. |
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| ISSN: | 1052-2891 1536-0717 |
| DOI: | 10.1002/ace.70018 |
