IM Cultural Institute

Tag: Critical Thinking

  • Effectiveness of Training Actions Aimed at Improving Critical Thinking in the Face of Mis- and Disinformation: A Systematic Review

    Effectiveness of Training Actions Aimed at Improving Critical Thinking in the Face of Mis- and Disinformation: A Systematic Review

    The effectiveness of training interventions aimed at improving critical thinking to counter mis- and disinformation is the focus of this systematic review. While critical thinking is widely recognized as a crucial aspect, the authors state that more evidence is needed to identify which approaches are most effective.

    Following PRISMA guidelines and a pre-registered protocol, the authors searched 12 databases and identified 8,041 articles. After screening and peer review, 17 studies were included. Most used true or quasi-experimental designs with moderate risk of bias and focused on media and information literacy through active learning approaches that included CT as part of the instruction.

    Research results indicate an overall improvement in participants’ critical thinking, although not all interventions explicitly targeted or measured this competence. In the end, only seven studies fully met the eligibility criteria, and the heterogeneity of results limited firm conclusions about overall effectiveness.

    The authors conclude by highlighting key elements for successful interventions, like active learning, diverse resources, and the explicit integration of critical thinking as a core objective within robust research designs.

    Learn more about this review here: https://doi.org/10.1057/s41599-025-06143-6

    Reference

    Marcos-Vílchez, J. M., Muñiz-Velázquez, J. A., Arraztio-Cordoba, A., & Sánchez-Martín, M. (2026). Effectiveness of training actions aimed at improving critical thinking in the face of mis- and disinformation: A systematic review. Humanities and Social Sciences Communications, 13(1)

  • Critical Thinking in the Information Age: A Systematic Review on the Role of MIL and Information Overload

    Critical Thinking in the Information Age: A Systematic Review on the Role of MIL and Information Overload

    This review paper addresses the growing importance of critical thinking and media and information literacy (MIL) in a context marked by information overload. As individuals face increasing volumes of information online, these competencies have become essential for effectively understanding, evaluating, and processing information.

    The overall purpose is to analyze and synthesize recent scientific literature on critical thinking, media and information literacy, and information overload, while identifying the relationships among these concepts, as well as their educational and social implications, and to highlight strategies that help strengthen critical competencies in information-saturated contexts.

    Drawing on a systematic review of scientific literature published between 2019 and 2024, the authors examine empirical, theoretical, and review research focused on the proposed subjects.

    Findings indicate that media and information literacy is a key skill for mitigating the negative effects of information overload and for enhancing critical thinking. Educational interventions that integrate MIL are shown to be effective in improving the ability to critically assess information, while innovative and contextualized pedagogical strategies can further address the challenges of information overload.

    It is concluded that media and information literacy is fundamental to the development of critical thinking in environments dominated by information overload, and the need for educational approaches that incorporate innovative methodologies and tools emphasized, combining digital and traditional literacies while taking into account the social and technological factors that influence access to and processing of information.

    Learn more about this review here: https://doi.org/10.56294/mw2025445

    Reference

    Chara-DeLosRios T, Bejarano-Álvarez P, Poma-Cornejo H, Quispe-Munares M, Reyes-Contreras K. Critical Thinking in the Information
    Age: A Systematic Review on the Role of MIL and Information Overload. Seminars in Medical Writing and Education. 2025; 4:445

  • Enhancing Media Literacy Through Two Ludic Tools

    Enhancing Media Literacy Through Two Ludic Tools

    A recent study examined the potential of game-based learning to address the challenges young people face in navigating misinformation and critically engaging with digital media. In an increasingly unfiltered social media environment, the authors emphasized media literacy as a key competence for evaluating information and making informed judgments.

    As methodology, existent research was used, combining a benchmarking analysis of 21 tabletop games with in-depth interviews conducted with 29 experts. The benchmarking data were analyzed through comparative content analysis to identify game mechanics that support the development of media literacy, while the interview data were examined using a Grounded Theory approach to extract insights into critical skills, effective pedagogical strategies, and youth preferences in gameplay.

    These analyses informed the design of two educational tabletop games aimed at fostering critical thinking, collaboration, and ethical decision-making.

    The first game, Social Media Puppeteers, places players in the roles of politicians, journalists, and scientists, encouraging strategic discussion about social media dynamics through simplified role-playing mechanics aligned with experiential learning approaches.

    The second game, Social Media Fake News, uses structured, card-based gameplay to help players identify and deconstruct misinformation, supporting interactive and hands-on learning.

    The study shows that both games promote cognitive, social, and emotional benefits, including empathy, teamwork, and face-to-face collaboration. Through immersive narratives and role-based decision-making, players develop critical media skills in engaging learning environments.

    Learn more about this study here: https://doi.org/10.15847/obsOBS19520252698

    Reference

    Contreras-Espinosa, R. S., & Eguia-Gómez, J. L. (2025). Enhancing Media Literacy through two ludic tools. Observatorio (OBS*), 19(5)

  • Empowerment Is Key? How Perceived Political and Critical Digital Media Literacy Explain Direct and Indirect Bystander Intervention in Online Hate Speech

    Empowerment Is Key? How Perceived Political and Critical Digital Media Literacy Explain Direct and Indirect Bystander Intervention in Online Hate Speech

    With hate speech being so widespread in digital media and capable of harming people and fueling recurring hostile discourse, the study of the factors that shape bystander intervention in response to online hate speech is crucial.

    Specifically, there is still a need to understand how perceived political and digital media literacy are related to the frequency of various forms of online bystander intervention, such as counter-speech or reporting. This is what this study seeks to do.

    Based on a national online survey of German citizens (N = 2,691), the analysis focuses on individuals with prior experience in responding to online incivilities (n = 672). The study examines how perceived levels of political and digital media literacy are associated with private and public, direct and indirect forms of intervention, such as counter-speech or reporting harmful content.

    Results indicate that a sense of empowerment in dealing with digital media content is associated with more frequent direct and public interventions, including the use of counter-speech against online hate.

    Learn more about this study here: https://doi.org/10.1177/20563051251325598

    Reference

    Obermaier, M., Schmid, U. K., & Rieger, D. (2025). Empowerment Is Key? How Perceived Political and Critical Digital Media Literacy Explain Direct and Indirect Bystander Intervention in Online Hate Speech. Social Media and Society, 11(1)

  • Media and Information Literacy and Critical Thinking: A Systematic Review

    Media and Information Literacy and Critical Thinking: A Systematic Review

    In a context marked by the spread of misinformation and the growing influence of media—particularly social media—on certain social groups, the authors highlight the need to analyze how media and information literacy in the formation of citizens contributes to the development of critical thinking.

    This effort is based on a systematic review of scientific literature addressing the intersection of critical thinking and media and information literacy. Using the Core Collection of the Web of Science and Scopus databases, the authors analyzed a sample of 65 articles selected through predefined inclusion and exclusion criteria.

    It was concluded that integrating media and information literacy into educational contexts contributes to strengthening individuals’ critical abilities, supporting the development of more informed and critically engaged citizens.

    Learn more about this review here: https://www.doi.org/10.4185/RLCS-2023-1939

    Reference

    López-González, H., Sosa, L., Sánchez, L. y Faure-Carvallo, A. (2023). Media and Information
    Literacy and Critical Thinking: A Systematic Review. Revista Latina de Comunicación Social, 81,
    399-423

  • A Snapshot of Digital Literacy

    A Snapshot of Digital Literacy

    This literature review has the purpose of analyzing the impact of digital literacy and its evolving nature on individuals’ daily lives.

    It explores digital literacy frameworks, approaches to digital literacy education, as well as the relationship between digital literacy and critical thinking, while also addressing emerging and future challenges in digital contexts, providing insight into digital literacy from the perspectives of global citizenship, critical thinking, and rapidly advancing technologies.

    Drawing on a qualitative review of recent literature, the authors reflect on current research to identify key trends in digital literacy.

    Analysis indicates a growing focus on digital literacy over time, with different organizations and institutions developing their own frameworks to support and implement digital literacy initiatives. The review also shows that digital literacy development often begins within the family at an early age and continues throughout life as part of a broader lifelong learning process.

    Moreover, it is discussed how engagement with online resources—particularly social media—contributes to the development of digital literacy skills, while at the same time requiring strong critical thinking abilities to evaluate and filter information. Issues such as information suppression are highlighted as important concerns, underscoring the increasing significance of digital literacy for future generations. As digital technologies continue to advance, the scope of digital literacy is expected to expand further, including competencies related to artificial intelligence.

    Learn more about this review here: https://doi.org/10.1108/LHTN-12-2021-0095?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle

    Reference

    Tinmaz H, Fanea-Ivanovici M, Baber H (2023), “A snapshot of digital literacy”. Library Hi Tech News, Vol. 40 No. 1 pp. 20–23