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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
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
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  Data: 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
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  Data: 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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