Combating Misinformation Through Media and Information Literacy: A Case Study Among University Students

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.