Empowering the Future Generation in an Age of Mis- and Disinformation
Digital transformation has enabled the instant global and spread of unverified information, fuelling an unprecedented rise in socio-scientific mis- and disinformation that has eroded trust in science and authorities, undermining public confidence in expertise when evidence-based decision-making is more crucial than ever. Pressing global issues like climate change, pandemics, and resource scarcity require science-based solutions that depend on informed citizen action.
However, such socio-scientific issues are often politically charged and socially contested, entangling facts with misinformation. Scientific knowledge is insufficient to engage with them meaningfully, citizens must contextualise, critically assess, and apply scientific information, balancing empirical evidence with societal, ethical, and personal considerations. The PISA 2025 framework reflects this need by expanding the concept of scientific literacy to include the ability to “research, evaluate and use scientific information for decision-making and action” (Organisation for Economic Co-Operation and Development (OECD), 2023).
Empowering future generations to be responsible, engaged democratic citizens must be a key priority in education, both within and beyond schools.
Erasmus+ Teacher Academy SciLMi: Meta-Scientific Literacies
Many teachers may not yet be fully prepared to cultivate the broad range of competences required. Education and teacher training must expand to encompass what we refer to as meta-scientific literacies. The diverse skill set required calls for a cross-disciplinary effort (Siarova, Sternadel, & Szönyi, 2019), with socio-scientific issues serving as the connecting thread.
The Erasmus+ Teacher Academy SciLMi (2023-2026) has developed a Framework of Meta-Scientific Literacies, providing educators with a practical guide to incorporating meta-scientific literacies into everyday teaching. Based on a cross-disciplinary scoping literature review, the framework underwent substantial restructuring to enhance its accessibility and appeal for teachers. The often-overlapping competences associated with Critical Thinking, Media and Information Literacy, and related areas were systematically integrated into the framework, organised into four domains:
(1) Open up your mind
(2) Click and think critically
(3) Make up your mind
(4) Speak out and take action
Within each domain, the defining competences are broken down into learning goals and learning outcomes, which systematically build on one another. Based on teacher feedback and requests, the learning outcomes were then operationalised through concrete “HOWs”, specific steps learners need to follow to achieve a given outcome. The structured development of meta-scientific literacies reflects our guiding principle:
Every lesson, however small, contributes to empowering students by fostering the skills to detect and resist misinformation. Don’t wait. Start as soon as you can. (Osborne, 2024, p. 13)
Let’s Not Wait, Let’s Get Started
After a brief introduction to the project, we will invite secondary school teachers, education researchers, and librarians to actively engage with the Framework of Meta-Scientific Literacies. In the first hands-on activity, participants will map learning outcomes to their corresponding learning goals. Once familiar with the framework, they will select key learning outcomes and explore our digital activities to familiarise themselves with technical terms. In a concluding plenary session, we will reflect on key insights. Participants are encouraged to bring their notebooks; no particular digital expertise is required.
References
Organisation for Economic Co-Operation and Development (OECD) (2023). PISA 2025 Science Framework (Draft): May 2023. Retrieved January 31, 2025, from https://pisa-framework.oecd.org/science-2025/assets/docs/PISA_2025_Science_Framework.pdf.
Osborne, J. (2024). Just Because It Sounds Plausible, Doesn’t Mean It’s True. The Science Teacher, 91(2), 8–13.
Siarova, H., Sternadel, D., & Szönyi, E. (2019). Research for CULT Committee — Science and Scientific Literacy as an Educational Challenge. Brussels.
