Inspiring Teachers Against Conspiracy Theories

The InTACT project focused on the impact of disinformation in education. During our partnership, we established that teachers and educators experienced several specific needs: • To assess the sensitivity and vulnerability of learners to disinformation (addressed by R1). • For a model measuring the impact of disinformation and conspiracy theories on personal, educational, and social levels (R2). • To raise awareness and build attitudes of learners towards disinformation and conspiracy theories (R1). • To prevent the potential harm of disinformation on social systems in general (R1-4). • To better understand and explain the nature and cognitive mechanisms of conspiracy theories to their learners (R3). • To be prepared to deal with conspiracy theories as a distinct type of disinformation (R4). Our project additionally addressed deficits in the education systems of the participating countries related to disinformation, including: • A lack of a current and dynamic disinformation index designed and validated for education-related use (R1). • Insufficient self-study resources on disinformation to help educators recognize and confront disinformation (R4).

InTACT’s main objectives: • Improve the competencies of educators by enhancing their skills and knowledge to effectively address disinformation. • Enhance digital competences and information literacy by improving the digital skills and information literacy of target groups. • Promote active citizenship and social engagement by encouraging social participation among learners. Specific objectives: • Develop a tool to assess the sensitivity and vulnerability of learners to disinformation and conspiracy theories. • Design a theoretical model to direct the attention of target groups towards the impact of disinformation on personal, educational, and social levels. • Create an innovative training intervention model based on deconstructing conspiracy theories. • Produce quality digital resources and lesson plans activities addressing disinformation and conspiracy theories. • Self-paced online training course by offering a self-paced online course for teachers and educators to build their confidence and preparedness in dealing with disinformation and conspiracy theories.

During the InTACT project, we implemented the following main types of activities: Project management • Ongoing planning, monitoring, and evaluation: we planned, implemented, and evaluated each project activity continuously. Administrative tasks were organised and distributed among partners based on their profiles and expertise. • Transnational project meetings (TPMs): six transnational project meetings were planned and held, which were crucial for establishing and maintaining good cooperation. These were complemented by regular virtual meetings of thematic work groups. • Surveys: surveys were prepared and launched to evaluate the extent to which TPMs and project results met expectations and objectives. • Quality management and sustainability plans: A quality management plan and a sustainability plan were developed to ensure the project’s ongoing success and longevity. Project Implementation • Team and group establishment: we established teams and worked in groups based on relevant expertise to develop the project results. This was part of the overall project networking, which allowed for the involvement of both staff and experts, depending on the assigned tasks (desktop research, development, prototype testing, validation) • Daily communication: partners kept in daily communication via a mailing list and worked in shared documents, facilitating a quick exchange of comments and replies. • Staff training: we planned, organized, and delivered one short-term joint staff training session to enhance the skills and knowledge of participants in the field of identifying and fighting conspiracy theories and disinformation in general. Sharing and promotion • Multiplier events: we organized five multiplier events to share, explain, and promote the project results. • Dissemination plan: a dissemination plan was developed, which included: • Identifying relevant stakeholders • Developing the project’s visual identity and website • Preparing regular project-related newsletters • Translating website content into partner languages. By implementing these activities, the InTACT project effectively managed and executed its objectives, facilitated collaboration among partners, and promoted the project’s results to a wider audience.

The planned activities within the InTACT project led to the following concrete outputs and main expected outcomes: Result 1: Self-assessment baseline and follow-up tests for sensitivity to disinformation & conspiracy theories • Design and validation: we researched, designed and validated a comprehensive 4-component test for assessing vulnerability to disinformation. This test established a baseline for teachers and learners regarding their susceptibility to disinformation. • Risk scores and profiles: the test allowed us to estimate risks and study risk profiles using statistical tools (JASP). The test questions considered cognitive layers, complementing the De Facto E+ project. Result 2: Study and model of disinformation impact on personal, educational, and social levels • Exploration and estimation: we explored major areas of malicious impact and estimated the extent of this impact. On an institutional level, we identified the erosion of trust affecting democratic values, active citizenship, and social conventions. On a personal level, impacts included financial scams, manipulation, poor health choices, and political and social alienation. This result (in interim draft) was already requested by another E+ project focusing on active citizenship and information literacy, informed the professional discussion and formed the basis of innovative development work (2022-1-BE02-KA220-SCH-000086253) • Case studies and model development: our model was based on case studies, allowing for easy use, extension, and transferability. We tested the model with focus groups before final adjustments and publication. The findings directly contributed to the design of R1 (test design) and R3 (training intervention model). Result 3: Training intervention model based on deconstruction of conspiracy theories • Development and validation: we devised, experimented with, and validated a method for deconstructing conspiracy theories. Aspects of deconstruction included intent, specific audience, community strength, links to other conspiracy theories, cognitive influence methods, reinforcers, individual motivation, internal consistency, and resistance to debunking. • Collaborative learning approach: The training intervention model was designed using a collaborative method. It consisted of a deconstruction algorithm, links to live conspiracy theory web resources, a list of suggested AI/ML apps, well-defined learning outcomes, proposed teaching methods, and learning activities. • Validation and feedback: we validated the training intervention with focus groups and pilot editions, which provided insights and feedback for refining the final versions of the R3 results. Result 4: Online training course and resource repository • Rich-content resources: we developed an online training course offering rich-content resources. These included an introduction to conspiracy theories, a collection of conspiracy theory content, an explanation of the deconstruction method (R3), a collection of AI/ML apps for investigating and analyzing media content, and various infographics, information sheets, checklists, and worksheets for classroom use. • Impact on practice and attitudes: the online course and resources directly impacted teachers’ practices and learners’ attitudes towards disinformation and conspiracy theories, leading to increased awareness and interest in making improvements. Other significant outcomes • Improved cooperation and teamwork: enhanced cooperation, teamwork, and the exchange of know-how among partners. • Complementarity of expertise within the consortium: leveraged complementary expertise to achieve project goals. • Improved Digital and Information Literacy: contributed to raised digital and information literacy levels among target groups. • Awareness of impact mechanisms: increased awareness of the mechanisms of disinformation and conspiracy theories. • Enhanced skills: improved skills in designing training materials, conducting specialized training interventions, and performing research and modelling. The InTACT project successfully achieved its goals, providing valuable tools, models, and training to help educators and learners address and mitigate the impacts of disinformation and conspiracy theories.