Abstract
This research investigated the impact of media and information literacy (MIL) on education faculty students’ acquisition of the skills needed to detect fake news. A one-group experimental design was employed with a randomly selected sample of 100 Jordanian undergraduate students. The participants completed one pre-test and two post-tests, each of which consisted of 10 closed-ended questions and one open-ended question on how to detect fake news. The results indicated that studying MIL has an impact on students’ acquisition of the skills needed to detect fake news. The findings also suggested that the methods students employed to identify and detect fake news after studying the MIL course were scientific and well-reasoned. Based on the results, several recommendations are made that will be of value to researchers and workers in this field.
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