Ciudadanía digital y política en tiempos de fakenews. Los desafíos para la formación de profesores de historia y ciencias sociales

With the development of the internet and social networks, the dissemination of "fake news" has become much easier and faster than it was in the past. Although this phenomenon is not new, its current effects on democratic political processes and human behavior during some emergencies demonstrate that "fake news" can have a significant impact on public behavior. In view of these considerations, the article will analyze the phenomenon of "fake news" through the lens of Article 10 of the European Convention on Human Rights (ECHR) and the circumstances under which freedom of expression may be limited in instances of "fake news" publication. The first section will consider the definition and the concept of fake news. In addition, the authors will analyze the relevant jurisprudence of the European Court of Human Rights (ECtHR), with special attention devoted to the ECtHR's landmark decision in Brzeziński v. Poland. The goal of this paper is to clarify the role of ECtHR's approach to fake news, particularly in the context of modern information environments.

The article is devoted to the analysis of digital citizenship as an effective strategy for the development of worldview orientations of student youth in the modern digital age. The main methods of scientific research are structural, comparative, analysis, synthesis, generalization and the method of collecting sociological information. Digital citizenship is presented as a worldview based on safety, morality, legality, responsibility and intellectual honesty. The key parameters of digital citizenship are determined - digital literacy, digital etiquette, digital rights and responsibilities, digital health, digital security, digital communication, digital commerce, digital access, and their essential features are clarified. It is noted that safety and well-being in the digital age defines the ability to counter the risks that the digital world can bring in order to protect one's physical and mental well-being. Accordingly, digital citizenship should be understood as a way to prepare the younger generation for active participation in society and in serving the nation's interests in the digital environment. The main features of today's youth as the Internet generation are outlined - highly ambitious, realistic, critical, self-confident. Thanks to the ability to quickly search for information, representatives of the Internet generation are more knowledgeable and informed about the events and phenomena of the surrounding world. The representatives of the Internet generation choose social networks as the preferred resource for communication, which they use not only to search for information or communicate, but also for active self-presentation of their own social position. Taking into account the international experience of scientific research, digital citizenship not only provides opportunities for safer moral-ethical and socio-legal functioning in the digital environment in the face of global challenges of the modern digital age, but also forms the worldview foundations of the formation of a conscious and socially responsible personality with an active civic position capable of influencing social and political processes. Digital citizenship ensures the effective integration of young people into the digital social space, therefore there is a need to study the basic principles of digital citizenship in higher education institutions of Ukraine

Fake health-related news has spread rapidly through the internet, causing harm to individuals and society. Despite interventions, a fenbendazole scandal recently spread among patients with lung cancer in South Korea. It is crucial to intervene appropriately to prevent the spread of fake news. This study investigated the appropriate timing of interventions to minimize the side effects of fake news. A simulation was conducted using the susceptible-infected-recovered (SIR) model, which is a representative model of the virus spread mechanism. We applied this model to the fake news spread mechanism. The parameters were set similarly to those in the digital environment, where the fenbendazole scandal occurred. NetLogo, an agent-based model, was used as the analytical tool. Fake news lasted 278 days in the absence of interventions. As a result of adjusting and analyzing the timing of the intervention in response to the fenbendazole scandal, we found that faster intervention leads to a shorter duration of fake news (intervention at 54 days = fake news that lasted for 210 days; intervention at 16 days = fake news that lasted for 187 days; and intervention at 10 days = fake news that lasted for 157 days). However, no significant differences were observed when the intervention was performed within 10 days. Interventions implemented within 10 days were effective in reducing the duration of the spread of fake news. Our findings suggest that timely intervention is critical for preventing the spread of fake news in the digital environment. Additionally, a monitoring system that can detect fake news should be developed for a rapid response.

Recently, ‘digital citizenship’ has become a dominant umbrella term for describing a dynamic set of competences and skills children and young adults need to acquire in order to successfully participate in today’s digital world. So far many current definitions of the concept have applied a purely instrumental perspective on the relationship between an individual and his/her digital environment: the ideal digital subject (i.e. the ‘digital citizen’) is prominently seen as an autonomous user with a stable personal identity who acquires certain competences that allow him/her to actively control the digital environment as a merely passive tool for self-enactment. Yet, this instrumental perspective falls short on explaining some of the more versatile interactions taking place in an increasingly complex digital sphere. For that reason, the present paper suggests a critical reconsideration of the digital citizenship concept. More specifically, the paper argues for a more integrative approach to digital citizenship that combines the already existing instrumental aspects with a more interactional perspective. In order to underline the proposed reconceptualisation, the paper will make exemplary didactic suggestions on how future digital citizens can develop an awareness of this new interactional dimension in the English as a foreign language (EFL) classroom with the help of Dave Eggers’ novel The Circle.

Cooperative Mentorship: Negotiating Social Media Use within the Family

Along with the development of the Internet, the emergence and widespread adoption of the social media concept have changed the way news is formed and published. News has become faster, less costly and easily accessible with social media. This change has come along with some disadvantages as well. In particular, beguiling content, such as fake news made by social media users, is becoming increasingly dangerous. The fake news problem, despite being introduced for the first time very recently, has become an important research topic due to the high content of social media. Writing fake comments and news on social media is easy for users. This study attempts to investigate advanced and state-ofthe-art fake news detection mechanisms pensively. We begin with highlighting the fake news consequences. The objective of this study was to synthesize the current possibilities of using AI to combat disinformation. Disinformation is currently a growing problem, and it is increasingly important to understand how we can utilize AI to help address this issue. Fake news and disinformation (FNaD) are increasingly being circulated through various online and social networking platforms, causing widespread disruptions and influencing decision-making perceptions. Despite the growing importance of detecting fake news in politics, relatively limited research efforts have been made to develop artificial intelligence (AI) and machine learning (ML) and Natural Language processing (NLP) oriented FNaD detection models suited to minimize supply chain disruptions (SCDs). Using a combination of AI and ML, and case studies this study made a review analysis by considering the authors their own perceptions in the previous years was presented in this paper.

This study aimed to determine the different levels of evaluation of Senior High School Social Science Teachers and Information and Communication Technology Teachers on the Developed Interactive Learners? Packet in teaching Understanding Culture, Society, and Politics in public and private Senior High Schools in Santa Cruz District, Division of Laguna. Specifically, the study attempted to answer the questions; 1. Determine the evaluation in the component of Interactive Learner?s Packet in terms of; 1.1 objectives; 1.2 content; and 1.3 assessment; 2. Determine the evaluation of the characteristic of the Interactive Learner's Packet in terms of; 2.1 accessibility; 2.2 user-friendly; 2.3 interactivity; and 2.4 structure? 3. Determine the significant difference in evaluating the developed Interactive Learner's Packet components; 4. Determine the significant difference in evaluating the character of the developed Interactive Learners' Packet. The study employed a descriptive research method. The total population sampling technique was used to identify the 72 public and private secondary school teachers as the respondents of this study. Adapted Survey Questionnaire was used as the research instrument to gather the information concerning the statement of the problem. The evaluation level of the Social Science and ICT Teachers on the Components of Interactive Learners? Packet gathered an overall mean of 3.89 for objectives, 3.77 for the content from the Social Science Teachers and 3.59 and 3.45 from the ICT Teachers which were interpreted both as Extremely Agree, respectively. However, it is noticeable that the third component - assessment resulted to Social Science teachers giving a higher rating mean of 3.78 with an interpretation of ?extremely agree? compared to 3.34 which interpreted as ?agree? from the ICT teachers. The overall weighted mean on the three characteristics? user friendly, interactivity and structure got a highest mean of 3.84, 3.94 and 3.80 which interpreted as ?extremely agree? from the Social Science Teachers while an overall mean of 3.79, 3.58 and 3.72 was from the ICT teachers which also interpret as ?extremely agree?. On the other hand, on the first characteristics as to accessibility, the overall weighted mean of 3.68 was from the Social Science Teachers with an interpretation of ?extremely agree? while an overall mean of 3.39 from the ICT teachers was interpreted as ?agree?. Results showed that there is significant difference on the level of evaluation between Social Science teachers and ICT teachers from both public and private Senior High Schools in the characteristics and components of the developed Learner?s Packet in terms of its objectives, content, assessment, accessibility, and interactivity. The results also showed that the evaluation of the teachers with the components? user friendliness and structure of the learner?s packet have no significant difference. Therefore, it is concluded that the developed interactive learner?s packet is very accessible, the content is suitable, and it?s very interactive to the senior high school learners and teachers, and a budget-friendly learning material in today?s new normal set-up, and it can be considered as a supplementary learning material in teaching Understanding Culture, Society and Politics.

Increasingly pervasive digital technologies in societies are placing complex demands on the development of young people’s digital citizenship and digital competence. Social science education and teacher education (TE) play important, but poorly understood, roles in this development. Through reflexive thematic analysis of semi-structured interviews, this paper explores 15 Swedish teacher educators’ (TEDs) views of teaching for digital citizenship, particularly social science TE’s role. We also consider organisational and personal conditions that may influence TEDs’ views of professional digital competence (PDC) for such teaching. Their views are examined through a postdigital lens, with a focus on democratic implications in evolving socio-technical environments. The results indicate that TEDs acknowledge the importance of social science TE in teaching for digital citizenship, but find maintaining responsiveness to societal changes challenging. Challenges are also posed by the multidisciplinary character of social science education, including how personal trajectories shape TEDs’ views of their dual-didactic task of teaching to teach for digital citizenship. This paper contributes knowledge of how TEDs, as ‘street-level bureaucrats’ in social science TE, navigate between written and performed education policy in teaching for digital citizenship, with specific attention to the dynamic character of PDC in social science education.

Fake news detection within online social media using supervised artificial intelligence algorithms

This study systematically reviews empirical research on digital citizenship (DC) education published between 2004 and 2024. DC, a multidimensional concept, encompasses the norms of appropriate and responsible behavior regarding technology use, promoting societal participation and transformative roles in digital spaces. Using PRISMA guidelines, 26 studies were analyzed to identify teaching practices, methodologies, participants, and assessment tools in DC education. Key findings reveal a growing emphasis on blended and technology-supported teaching strategies, with methods such as gamification, scenario-based learning, and collaborative approaches being widely adopted. The thematic analysis highlighted five main areas of focus: development of DC skills, effectiveness of digital learning environments, evaluation of DC education programs, challenges and solutions students encounter in the digital environment, and the roles of teachers and educators. A critical gap exists in aligning instructional design with the comprehensive teaching of all DC dimensions, underscoring the need for long-term, constructivist-driven educational interventions.

With the development of the Internet, social networks and different communication channels, people can get information quickly and easily. However, in addition to real and useful news, we also receive false and unreal information. The problem of fake news has become a difficult and unresolved issue. For languages with few users, such as Vietnamese, the research on fake news detection is still very limited and has not received much attention. In this paper, we present research results on building a tool to support fake news detection for Vietnamese. Our idea is to apply text classification techniques to fake news detection. We have built a database of 4 groups of 2 topics about politics (fake news and real news) and about Covid-19 (fake news and real news). Then use deep learning techniques CNN (Convolutional Neural Network) and RNN (Recurrent Neural Network) to create the corresponding models. When there is new news that needs to be verified, we just need to apply the classification to see which of the four groups they label into to decide whether it is fake news or not. The tool was able to detect fake news quickly and easily with a correct rate of about 85 %. This result will be improved when getting a larger training data set and adjusting the parameters for the machine learning model. These results make an important contribution to the research on detecting fake news for Vietnamese and can be applied to other languages. In the future, besides using classification techniques (based on content analysis), we can combine many other methods such as checking the source, verifying the author's information, checking the distribution process to improve the quality of fake news detection.

This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having ten participants from the same race, in their final year, specializing in Social Science teaching. The data obtained were categorised and analysed in terms of the student teacher’s awareness of the intertwined nature of Social Science and social justice education. The results of the study have revealed that participants had a penchant for the subject Social Science because it assisted them to have a better understanding of social justice and the unequal society they live in; an awareness of social ills, and the challenges of people. Participants identified social justice characteristics within Social Science and relate to some extent while they were teaching the subject, certain themes within the Social Science curriculum. Findings suggest that the subject Social Science provides a perspective as to why social injustice and inequality are so prevalent in South Africa and in some parts of the world. Social Science content in its current form and South African context, emanates from events and activities that took place in communities and in the broader society, thus the linkage to social justice education. This study recommends different approaches to infuse social justice considerations Social Science; one being an empathetic approach – introducing activities to assist learners in viewing an issue from someone else’s perspective, particularly when issues of prejudice or discrimination against a particular group arise, or if the issue is remote from learners’ lives.

ResumenEl presente trabajo parte del concepto de fake news, aplicado al ámbito empresarial, para observar cómo la información y comunicación institucional y corporativa pueden verse afectadas por la difusión, fundamentalmente en redes sociales, de información no verificada. A partir del empleo de un diseño metodológico basado en la revisión bibliográfica y documental con fuentes de datos secundarios (bibliográficos y legislativos), en este texto se realiza una revisión sistemática de los términos relacionados aparecidos en dos bases de datos científicas (Mendeley y Google Scholar) con el fin de construir un marco teórico solvente sobre el concepto fake news en el ámbito corporativo. Palabras clave: corporativo, desinformación, fake news, infodemia, relaciones públicas. AbstractThe main objective of this paper is to start from the concept of fake news applied, in this case, not to journalistic information, but to the field of companies to determine how information and institutional communication can be distorted, and even attacked, by the dissemination of unverified (or malicious) information through the enormous dissemination provided by new technologies derived from the Internet, mainly social networks. This virality brought about by the digitalization of information and data can lead to truly damaging discredit for the trust of organizations among their different audiences. Precisely, the relational perspective (Grunig & Hung-Baesecke, 2015; Ledingham, 2015) maintains that the nature of public relations lies in its ability to manage relationships between an organization and its public of interest or stakeholders (Grunig, 2009) through through a strategically planned process (Otero and Pulido-Polo, 2018; Almiron & Xifra, 2019; Page & Parnel, 2019; Smith, 2017) capable of placing before public opinion (Greenhill, 2020) the excellence of organizational behavior. The purpose of this process is none other than to generate trust in the public, but its main obstacle, since the origin of public relations, has been public misinformation.To achieve the main objective of this paper, an exploratory methodological design is carried out, of a qualitative nature, in two phases: data collection and analysis. For the collection of data, the techniques of direct observation, participant observation and the use of data from secondary sources, eminently bibliographical, are used. To the review of the consulted sources, a systematic search of the terms is added: 'fake news', 'fake news + company/organization', 'corporate disinformation', 'disinformation + company/organization' (in English, Spanish and Portuguese) in the scientific databases Mendeley and Google Scholar. For the analysis, carried out between April 1, 2021 and March 31, 2022 by the undersigned researchers, a data matrix was created in Excel and the Atlas.ti software, version 21.0.8, was used. , from NK Qualitas. Finally, a total population of 239,700 files is obtained which, based on the data systematization criterion with a representative sample, represents a study corpus of n=23,970. The results show that almost 60% of the articles are indexed in the Journal Citation Report or Scopus databases, are concentrated in the areas "Information and Documentation", "Social Sciences" or "Miscellaneous" and revolve around the politics (almost 60%), “Economy” (19%), “Diseases and public health” (16%) and “Art, heritage and culture” (3%). Likewise, the most mentioned concepts are “Disinformation + fake news” (73%), “fact-checking” (13%) and “deepfakes” (8%). Interestingly, the percentages have been similar (around 2%) in the cases of the terms not searched for but found “legislation”, “media literacy” or “educommunication” and “corporate misinformation”. The conclusions show that there is disinformation whenever there is an attempt to manipulate, confuse or deceive with information of doubtful, misleading or false origin; that the concept of corporate disinformation is still to be developed; that, indeed, the dissemination of fake news affects the public perception of the organizations and that the use of artificial intelligence is revealed as an important tool for the development of new mechanisms for detecting fake news. Keywords: corporate, disinformation, fake news, infodemics, public relations.

The following article exposes a reality about the situation of violence suffered by women through technology. There have been several causes that have led to the reproduction of negative behaviors based on a patriarchal, sexist and misogynist ideology that, through the exercise of power and domination (Bourdieu, 1998), humiliates, exposes and victimizes women, simply because they are women in digital environments. Digital spaces on the Internet, social networks, platforms and digital interaction environments, are sites in which women also have the right to participate freely making use and appropriating technologies, since we live a new way of relating and living in the so-called by Bonder "Technoculture", where women create and participate in digital citizenship, to transform their realities once they have access to the knowledge society, to the participation of networks, communication and digital economy, as it contributes to their autonomy and empowerment.

Nowadays, billions of people across the world communicate with one another using a variety of technological means. As a result of this connection, we now live in a digital world where people can learn, work, play, and socialize with ease. Likewise, educators of all skills levels may not understand how to use technology effectively. Hence, both students and teachers need to become a member of a digital citizenry. Findings revealed that in terms of the elements of digital citizenship, teachers are significantly higher than students. The results indicate that students are at risk in this digital environment along with the covid-19 pandemic. This critical aspect addresses the schools to provide initiative and integrate digital citizenship in the curriculum in order to provide a responsible digital citizen.
 Keywords: Digital citizenship, Basic Education, Digital education, Self-education, Responsible citizen