This research investigated the impact of media and information literacy (MIL)
on education faculty students’ acquisition of the skills needed to detect fake
news. A one-group experimental design was employed with a randomly
selected sample of 100 Jordanian undergraduate students. The participants
completed one pre-test and two post-tests, each of which consisted of 10
closed-ended questions and one open-ended question on how to detect fake
news. The results indicated that studying MIL has an impact on students’
acquisition of the skills needed to detect fake news. The findings also
suggested that the methods students employed to identify and detect fake news
after studying the MIL course were scientific and well-reasoned. Based on the
results, several recommendations are made that will be of value to researchers
and workers in this field.