Critical thinking. Education against disinformation.

In today's globalized society, where information flows seamlessly across borders, the younger generation is facing a significant challenge — the uncritical acceptance of information without verification. This phenomenon is worsened by the immediacy of news consumption, where the need for instant updates often overshadows the importance of accuracy and reliability. All the participating countries therefore agreed upon that the primary needs that should be met by the project where how to tackle the rise of the new phenomen of "Fake News". Moreover, all teachers experienced that their pupils nowadays are equipped with technology that grants instant access to news and often tend to prioritize immediacy over reliability. The shift from being well-informed to having rapid access to news has led to a culture where reporting takes precedence over critical evaluation.

Education emerges as a crucial tool to train students in critical thinking. The project was therefore aiming to train students in distinguishing truth from falsehood and contribute to more informed and responsible pupils. In this manner they will be better prepared for a future in higher education. The project was aiming to improve the students ability to analyze information, evaluate arguments, and make informed decisions. In a longer perspective this might aswell promote their independent thinking, and preparing them for the complexities of the real world.

Preparatory assignments were carried out in advance of each mobility. In Denmark, lectures and training sessions such as “How to discern false images and malicious information” was held. Moreover a lecture on theme AI and fake news was given as well as a bit more unconventional activities for the students such as competitions were held. Other activities included discussions and lectures. In Budapest lectures and trainings on debate cultures were carried out. The aim was to develop and improve discussion and debating skills and teach debate culture. Other activities focused on Europes history of dictatorship in connection with study visits to the City Archives, the Terror museum and the Memento park. Lectures on theme AI was also given by the journalist (Mr Péter Nádori). In Spain lectures on the theme “Fake news and Climate change” was held together with small assignments for the students. Other lectures held were given by a journalist (Mrs Christina Tárdaguila) and a Prof. of sociology (mr Marriano Fernandez Enguita). Study visits as well as other lectures etc. were also carried out with the goal of focusing on disinformation and fake news. The final protocol of verification was also compiled.

Students learned to discern "Fake News," identifying conspiracy theories and false statements. Emphasis on source criticism and fact-checking improved their media evaluation skills. A verification protocol for the project benefited peers and potential visitors to the public Facebook page. Educators and students gained insights into AI trends, its possibilities, risks, and its relation to fake news. Increased awareness of climate change processes, journalism, and Eastern European history enriched their knowledge. Problem-solving in an international setting, with English as the working language, was crucial for diverse nationalities. Mobility experiences provided understanding of host country traditions and learning administrations in other European countries. Collaboration with nearby universities during training sessions offered insights into international university studies. Students developed guided debate techniques, refining their skills and understanding debate culture. Shared project activities on social media platforms like Facebook could benefit other European schools.