The Role of Digital Literacy in the Critical Attitudes of Chemistry Students Toward Fake News

Abstract

This study aims to understand the relationship between digital literacy and the critical attitudes of chemistry students in responding to the spread of fake news. Using a descriptive qualitative approach, the study involved three first-year students who were purposively selected as participants. Data were collected through structured interviews and observations conducted during learning activities and informal discussions within the campus environment. Thematic analysis was employed to identify patterns of attitudes and digital literacy practices. The results indicate that students with higher levels of digital literacy tend to be more critical, selective, and responsible in dealing with digital information, whereas those with developing literacy demonstrate potential improvement through reflective interaction. These findings highlight the importance of strengthening digital literacy in higher education as part of building resilient academic and social character in the era of information disruption.