Public policies: social implications of Fake News and education as a form of combat

Digital disinformation: social implications and the role of education as a countermeasure

Abstract

This study aims to analyze the social impacts of Fake News and the role of education in combating this phenomenon. The research adopts a qualitative and exploratory approach, based on a bibliographic review, which brings together theories and data on the consequences of fake news and possible educational responses to mitigate them. Among the main results, the study identifies that Fake News is motivated by political, financial and ideological interests, with serious social implications, including polarization and distortion of reality. The research reveals that a large part of the population has difficulty discerning true information from false information, which increases the spread of this news and generates social confusion. The conclusion highlights that education plays a fundamental role in forming more critical and aware citizens, promoting critical thinking skills and digital literacy. To face the challenge of Fake News, the article suggests that the teaching of fact checking and critical analysis of information be incorporated into school curricula. Furthermore, public policies aimed at raising awareness and regulating digital platforms are essential to reduce the negative impact of Fake News on society.