The Future of Education

In the context of information overload, the dynamic development of AI and intentional disinformation, critical thinking and online information verification became crucial competencies. Our study focus on the problem of online information verification among 15 years old students. 

Research questions explore whether: 

• specific verification behaviors are linked to self-assessment of online information verification skills 

• a self-assessment regarding information quality verification is related to gender

• a critical approach to online content is related to gender

• trust in online content is related to self-assessment of online information verification skills.

We base our analysis on the data from the PISA 2022 study, analyzing data for Poland against the background of all other EU countries (using senate weights), with particular emphasis placed on gender differences.

The variables included in the analysis cover:

• the self-assessment of skills in evaluating information quality (IC183Q02) 

• trust in online content (C180Q01)

• comparing information from different sources (IC180Q02)

• checking the reliability of information before sharing it (IC180Q03)

Results for Poland and the EU indicate:

• The higher the self-assessment of information verification skills, the higher the percentage of individuals who report comparing information from different sources and checking its reliability before sharing.

• Girls' self-assessment regarding information quality verification is higher than that of boys.

• A lower percentage of girls (referring to percentage of boys) agree with the statement: "I trust what I read on the Internet."

• A higher percentage of girls report comparing information from different sources.as well as checking the credibility of information before sharing it.

• Among students who rate their verification skills higher, there is a larger percentage of those who trust what they read on the Internet.