-
Author
-
Ayesha Afzal, Shahid Rafiq
-
Year
-
2025
-
Publisher
-
International Journal of Media and Information Literacy
-
Abstract
-
In the context of rising misinformation across digital platforms, Media and Information
Literacy (MIL) has become an essential educational tool for fostering critical engagement among
university students. This study investigates the role of MIL in combating misinformation within a
Pakistani university context. Employing a qualitative case study design, the research involved
30 undergraduate students from a public university in Punjab who participated in a two-hour MIL
intervention workshop based on UNESCO’s curriculum framework. Data were collected through
three semi-structured focus group discussions and analyzed thematically using NVivo. Findings
revealed four key themes: increased awareness of misinformation tactics, enhanced confidence in
source verification, emotional barriers to critical engagement, and a strong student demand for
formal MIL curriculum integration. While students demonstrated improved analytical and
verification skills, many continued to struggle with confirmation bias and emotional resonance tied
to cultural and religious content. The results underscore the importance of embedding MIL into
higher education in culturally responsive ways and suggest the need for sustained interdisciplinary
instruction. This study contributes to the limited body of empirical MIL research in South Asia and
offers practical recommendations for curriculum developers, policymakers, and educators aiming
to counter misinformation through structured pedagogical strategies. It also highlights the value of
localized, depth-oriented case studies in developing context-sensitive media education frameworks.