This research is grounded in a multidimensional approach combining the theory of hybrid informational ecosystems(Chadwick,2017) to understand cross-platform circulation of misinformation, the concept of informational cascades(Sunstein,2009) explaining viral spread of fake news, and the heuristic-systematic processing theory(Chaiken&Trope,1999) analyzing cognitive processes of information validation. The study also mobilizes work on critical digital literacy(Pangrazio&Selwyn,2019) moving beyond techno-solutionist approaches, and integrates emotional dimensions of informational reception(Papacharissi,2015) to grasp the complexity of reactions to toxic content.
Combining quantitative analysis of the 2025_DIGIDEM_FACKATHON dataset with qualitative insights from semi-structured focus groups, this research investigates students' actual practices versus their perceived competencies in digital information verification. The study draws on 330 unique fake news items identified by 33 student teams across major social media platforms, coupled with thematic analysis of focus group discussions addressing three core dimensions: (1)students' ability to detect false information online,(2)their concrete verification practices,(3)their experiences with online hate speech and its perceived social impact.
Our quantitative findings reveal that students effectively detect misinformation on platforms they frequently use (TikTok and X/Twitter accounting for 47%of all detections), with science and technology-related disinformation representing 30.2%of identified content, confirming informational cascades around exaggerated technological breakthroughs. Qualitative analysis exposes a critical gap between detection performance and methodological rigor:despite general awareness of risks, students primarily rely on surface heuristics(source reputation,design) rather than systematic protocols, thus validating dual processing theory. Participants report significant emotional responses(anger,fear,indifference) when confronting hate speech, illustrating the affective dimension of informational reception.
This convergence between behavioral data and subjective perceptions reveals that students, while competent within their familiar media ecosystem, lack the critical frameworks necessary for comprehensive informational evaluation. The study underscores the urgent need for integrated pedagogical interventions combining technical OSINT training,emotional resilience development, and ethical reflection frameworks,thus contributing to digital citizenship research through an empirical approach to student practices and the identification of specific educational levers.