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University of Crete (UoC)

University of Crete (UoC)

The University of Crete (UoC) is a prominent institution of higher education and research located on the largest Greek island, Crete. Established in 1973, UoC has rapidly grown into one of the most respected universities in Greece and the broader European academic landscape. With campuses in Heraklion and Rethymnon, the university is strategically positioned at the crossroads of Europe, Africa, and the Middle East, fostering a unique blend of cultural and academic exchanges.

UoC comprises five schools and sixteen departments, spanning disciplines from the humanities and social sciences to natural sciences, medicine, and education. This multidisciplinary structure enables a comprehensive academic experience, nurturing intellectual curiosity and critical thinking among its students. The university’s commitment to academic excellence is reflected in its consistent ranking among the top universities in Greece and its inclusion in several international rankings, such as the Times Higher Education and QS World University Rankings.

One of the University of Crete’s defining features is its strong emphasis on research. The institution has established numerous research centers and institutes that focus on cutting-edge fields, including molecular biology, materials science, environmental studies, and cultural heritage. Notably, the Foundation for Research and Technology – Hellas (FORTH), one of Greece’s most prestigious research centers, maintains a close partnership with UoC. This collaboration provides students and faculty with access to state-of-the-art facilities and resources, fostering groundbreaking research and innovation.

The university is also deeply engaged in European and international academic networks. Through participation in programs such as Erasmus+, Horizon Europe, and various bilateral agreements, UoC promotes mobility, intercultural dialogue, and collaborative research. These initiatives enable students and faculty to engage with peers worldwide, broadening their academic and cultural horizons.

Moreover, UoC is dedicated to addressing contemporary global challenges. Its academic programs increasingly integrate sustainability, digital transformation, and social responsibility into the curriculum. The university supports initiatives aimed at environmental protection, social inclusion, and the promotion of human rights, aligning with the United Nations Sustainable Development Goals (SDGs).

The student life at UoC is vibrant and diverse, enriched by numerous student organizations, cultural events, and extracurricular activities. The university’s idyllic location provides an inspiring backdrop for academic pursuits, while the island’s rich history, stunning landscapes, and warm Mediterranean climate create a unique environment for personal and intellectual growth.

In conclusion, the UοC stands as a beacon of academic excellence and innovation in the Mediterranean region. Its commitment to research, international collaboration, and societal impact makes it an ideal partner for European educational projects and a nurturing environment for the next generation of scholars and professionals.

Using AI to combat disinformation

Educators

AI

Media Literacy

Type: Long course
Author/ designer: Panagiota Samioti
School/ Department: Writing Centre, School of Philosophy
Audience: School of Philosophy Students
Duration: Six 3-hour meetings (Total: 18 hours)

Selected Activities

Student Feedback: “The course gave me a new perspective on critical thinking and media literacy.”

How can we teach young children to combat disinformation?

Educators

AI

Media Literacy

Type: Practicum Course
Author/ designer: Eleni Katsarou
School/ Department: Department of Primary Education
Audience: Primary Education Department Students studying to become Future Teachers
Duration: Spring Semester of the academic year 2023-24

Selected Activities

Using AI to combat disinformation

Educators

AI

Media Literacy

Type: Long course
Author/ designer: Panagiota Samioti
School/ Department: Writing Centre, School of Philosophy
Audience: School of Philosophy Students
Duration: Six 3-hour meetings (Total: 18 hours)

Objectives- expected outcomes

At the end of the intervention, students:

  • Became aware of what disinformation is and its characteristics (Topic 3 of the curriculum)
  • Knew the characteristics of fake news (Topic 4)
  • Identify deceptive content and persuasive techniques used in fake news (topic 2)
  • Determined the overall reliability of information sources (Topic 4)
  • Checked the use and decide on the usefulness of AI while achieving all the previous aims

Texts from social media, online news, scientific journals on the topic of chocolate and weight loss (Texts are shared on Truly Media platform, https://app.truly.media/). For example, a hoax scientific article was provided to students for validation: (https://drive.google.com/file/d/1sGWY0j30cS5-w9qGTZ0khf2c-iuJe6k_/view?usp=drive_link).

  • Lecture
  • Discussion and experiential learning regarding fake news in both science and social media and students’ critical thinking through the appropriate questions
  • Inquiry and collaborative learning (e.g., asking students to find the disinformation
  • mechanisms in texts in groups)
  • Project-based learning, inviting students to create a list of actions that citizens can take to combat disinformation
  • Critical collective reflection on students’ learning

The course had 3 parts:

  • The 1st part consisted of 1 session (see below), during which students investigated terms and terminology used to refer to disinformation. They collaboratively read and discussed how the relevant terminology is presented in scientific and EU texts along with ChatGPT’s answers.
  • In the 2nd part, which consisted of 3 sessions (see below), the students investigated the criteria that are used to identify fake news and applied them in ChatGPT. They studied the characteristics of fake news through hands-on activities with real fake news. Students made their own inquiries to find fake news in the social media they use and discovered suspicious content justifying why they believed it was suspicious. Also, they identified fake news and validated texts (i.e., News and Scientific articles, Social Media Posts with topics relevant to chocolate and health) using AI platforms (Truly Media) and tools (ChatGPT).
    • 2nd session: Fake news identification (stage 1)
      Aim/Output:  Criteria to identify fake news and application in ChatGPT
      Materials: News and Scientific articles, Social Media Posts
    • 3rd session: Fake news identification (stage 2)
      Aim/Output:  LANGUAGE CRITERIA LIST (https://docs.google.com/document/d/1U5LQ6gjqIhAP_kCGzvp5q8nfBXNmr_8Swy8-Ez9sS94/edit?tab=t.0)
      Materials: News and Scientific articles, Social Media Posts
    • 4th session: Criteria application on texts with the use of AI
      Aim/Output: Validation of texts
      Materials: Use of AI to analyze and validate texts
  • In the 3rd part, which consisted of 2 sessions (see below), students were invited – in groups of three – to create a list of actions for citizens to resist disinformation. They were asked to use project-based learning for this purpose. Finally, the students were invited to participate in a collective reflection on their full experience. The educator fed their reflection with the appropriate questions. Discussions on the impact of fake news in our daily lives followed.
    • 5th session: How do fake news affect general public?
      Aim/Output: List of consequences
      Materials: Scientific and EU texts discussing the relevant topic
    • 6th session: Measures to combat fake news from a citizen’s perspective
      Aim/Output: List of actions that a citizen should take
      (Students’ discussion took into account all the previous sessions’ outcomes)

Description

The following activity is an online group discussion and forum participation task aimed at helping students understand and reflect on key terminology related to disinformation. It is part of a higher education lesson on how to combat disinformation and encourages collaborative learning and critical thinking.

Estimated time for completing the activity: 30 minutes.

Materials
Sessa, Maria Giovanna. “Disinformation Glossary: 150+ Terms to Understand the Information Disorder.” EU DIsinfoLab, March 30, 2023. https://www.disinfo.eu/publications/disinformation-glossary-150-terms-to-understand-the-information-disorder

Activity Breakdown

  1. Group Discussion (15 minutes)
    • Students discuss within their groups and select 1-2 key terms related to disinformation that they believe are essential for:
      • A student
      • A scientist
      • An active citizen
    • They must support their choices with arguments and examples.
  1. Forum Participation (15 minutes)
    • After completing their discussion, each group posts their key takeaways in an online forum.
    • One group member is responsible for taking notes and submitting the response, ensuring they include their group number.
  1. Interacting with Other Groups
    • If another group has chosen the same term, students can reply to their post.
    • They can either agree or disagree, and they are encouraged to provide additional arguments or examples to support their viewpoint.

Learning Objectives

  • Enhance awareness of key disinformation-related terminology.
  • Develop argumentation skills by defending their choices with logical reasoning.
  • Encourage online engagement in a structured discussion.
  • Foster collaboration and critical thinking in evaluating different perspectives on disinformation.

Suggestions for Adaptation and Use

1. More Interactive Approach: Live Debate Format

  • Instead of a forum discussion, turn this into a live debate where groups present their chosen terms and defend them in front of the class.
  • Other groups can challenge their choices by presenting counterarguments.
  • The instructor can act as a moderator, ensuring fair discussion and summarizing key points.

2. Gamification: Term Ranking Activity

  • Each group rates the importance of different terms on a scale (e.g., 1 to 10).
  • After discussion, all groups vote on the most critical term for combating disinformation.
  • The winning term is further analyzed through real-world examples or case studies.

3. Real-World Application: News Analysis Activity

  • Groups analyze real news articles or social media posts that involve misinformation or disinformation.
  • They identify and connect the misinformation to one of the terms from their discussion.
  • The final post should include a real-world example to support their choice.

4. Role-Playing Exercise

  • Assign each group a specific role (e.g., journalist, scientist, policymaker, social media user).
  • They must argue from that perspective why a particular term is the most important.
  • This helps students understand the impact of misinformation on different fields.

5. Individual Reflection After Group Work

  • After the forum discussion, each student writes a short reflection (e.g., 200 words) on:
    • What they learned from the discussion.
    • Whether their perspective changed.
    • How they can apply this knowledge in real life.
  • This reinforces critical thinking and personal engagement.

Description

Students engaged in a creative synthesis exercise where they applied their knowledge of media literacy, disinformation, and source evaluation to design informative posters or infographics with the aim to inform higher education students or citizens on how to combat disinformation in social media or in evaluating sources. This activity encouraged critical thinking, collaboration, and creativity, helping them consolidate their learning in a practical and visually engaging way.

Results of the Activity

This activity helped students:

  • Synthesize complex information in a creative format.
  • Develop media literacy by critically evaluating online content.
  • Enhance communication skills through visual storytelling.
  • Apply course concepts in a real-world context.

Artifacts Overview

  1. First Poster (Left – Yellow/Orange Theme)
    • Focused on navigating misinformation online and recognizing deceptive content (e.g., fake news, clickbait).
    • Used icons, text, and images to illustrate key strategies for avoiding misinformation.
  2. Second Poster (Blue Theme)
    • Emphasized truth-seeking and community protection from misinformation.
    • Included numbered steps and a notebook and globe icon, indicating critical thinking and global awareness.
  3. Third Poster (Purple Theme)
    • Provided a guide for identifying misinformation.
    • Covered source credibility, persuasion techniques, and argumentative evaluation.
    • Used structured sections with illustrations of people engaging with information.
  4. Fourth Poster (Right – Minimalist Design, Circular Elements)
    • Discussed source evaluation criteria (e.g., credibility, accuracy, objectivity).
    • Featured a clean, infographic-style layout, making it easy to digest key principles.

Students found the course engaging, insightful, and effective in enhancing their critical thinking and media literacy skills. They particularly appreciated the interactive discussions, real-world examples, and structured learning approach. Many students mentioned that the course improved their ability to identify misinformation and understand media influence. The knowledgeable instructor and well-designed assignments also contributed to a positive learning experience.

Here are some indicative comments made by the students:

  • “The course gave me a new perspective on critical thinking and media literacy.”
  • “I really enjoyed the interactive discussions; they helped me understand the topic better.”
  • “The real-world examples used in the lessons made everything more relatable and easy to grasp.”
  • “I now feel more confident in identifying misinformation and fake news online.”
  • “The assignments were engaging and challenged me to think deeper about the subject matter.”
  • “This course has made me more aware of how media influences our opinions and decisions.”
  • “I appreciated the structured approach; each lesson built on the previous one, making learning smooth.”

The teacher’s reflections indicate that the course was highly effective in equipping students with critical thinking skills and practical strategies to combat disinformation. Students progressed from acquiring foundational digital literacy skills to confidently evaluating online information and recognizing credible sources. The teacher acknowledged the impact of interactive activities, hands-on exercises, and peer collaboration in fostering engagement and deep learning. The course successfully empowered students to navigate digital spaces more critically, and the teacher intends to refine the structure further by extending its duration and incorporating more experiential learning opportunities.

Here are some indicative comments:

  • “Students gained foundational knowledge regarding digital skills and their application in combating disinformation.”
  • “Students demonstrated confidence in their ability to navigate digital spaces more effectively.”
  • “The collaborative nature of the course activities facilitated peer learning and discussion.”
  • “Students demonstrated the ability to recognize and evaluate disinformation.”
  • “The course has sharpened their general critical thinking abilities.”
  • “Students have developed concrete strategies for evaluating the validity and reliability of sources.”
  • “Students’ growth underscores the importance of providing hands-on experiences.”
  • “Providing practical tools to navigate the complexities of the digital landscape effectively.”

How can we teach young children to combat disinformation?

Educators

AI

Media Literacy

Type: Practicum Course
Author/ designer: Eleni Katsarou
School/ Department: Department of Primary Education
Audience: Primary Education Department Students studying to become Future Teachers
Duration: Spring Semester of the academic year 2023-24

Objectives

At the end of the intervention, the students will

  • Be aware of what disinformation is (topic 3)
  • Know the characteristics of fake news (topic 4)
  • Have practiced teaching the phenomenon through a teaching scenario of their own

Educational materials

ΜRNA vaccines and how can a scientific research be distorted:

https://www.ellinikahoaxes.gr/2023/12/27/exetasi-ischyrismon-gia-anichnefsi-emvoliou-kata-tis-covid-se-kardies-anthropon-pou-pethanan/

Addiction to screens and addiction to heroin:

https://www.ellinikahoaxes.gr/2018/01/11/digital-heroin/

Teaching methods

  • Lecture (about the characteristics of fake news),
  • Discussion on specific indicative fake news (during the lecture) and students’ critical thinking through the appropriate questions,
  • Inquiry and collaborative learning (asking students to find the disinformation mechanisms in texts in groups/ working in groups of 3),
  • Project-based teaching (inviting students to create a scenario for teaching fake news in their practicum through a project),
  • Critical collective reflection on their teaching 

Indicative teaching activities

The course had 3 parts.

In the 1st part, the educator informed students about fake news, and invite them to study their characteristics through hands-on activities with real fake news. Discussions on the impact of fake news in our daily lives followed. Students made their own inquiries to find fake news in the social media they use and discover suspicious content justifying why they believe it is suspicious. Finally, they highlighted in the class the language fake news use and their discourse.

In the 2nd part, the students (future teachers) were invited -in groups of three- to create a teaching scenario for empowering young pupils in elementary schools to resist disinformation. They were asked to use project-based learning for this purpose. Once the scenarios are created, they got feedback from the educator. After they are improved and finalized, they were implemented in the classes. During implementation, observation took place.

In the 3rd part, the students were invited to participate in a collective reflection on their full experience. The educator fed their reflection with the appropriate questions.

Students’ Assessment: a) test with news and the students were invited to identify suspicious content, b) evaluation of their teaching scenario, c) evaluation of the scenario’s implementation and students’ reflection on it.

Evaluation of the scenario: Research tools used and data collected

Students’ questionnaire, teacher’s journal, internal observation, students’ scores in the assessment.

Activity 1

Discussion on the causes, consequences, and ways to address disinformation. Creation of comics and posters in groups focused on different aspects of disinformation.

  • Link to Curriculum:
    • Topic 3a and 3b: Understanding causes and methods of disinformation.
    • Topic 3c: Critical evaluation through creating and discussing comics and posters.

Success: Using inductive reasoning and group activities, the students engaged in critical thinking and applied their understanding in creative outputs, reflecting the curriculum’s emphasis on analysis and evaluation.

Creation of activity books with tasks that involved distinguishing between true and false news and providing advice to avoid misinformation.

  • Link to Curriculum:
    • Topic 4a and 4b: Assessing validity of information and discussing criteria for evaluating sources.
    • Topic 4c: Evaluating overall reliability of information through activities.

Success: Activities like assessing texts for truthfulness and discussing criteria for validity directly correspond to curriculum objectives, demonstrating a practical application of evaluating information reliability.

Creation of comics, posters, and songs about disinformation. Students also developed criteria for recognizing fake news and created their own fake news stories.

  • Link to Curriculum:
    • Topic 3a, 3b, and 3c: Emphasized through creating and discussing various media forms that illustrate disinformation characteristics and methods.
    • Topic 4a and 4b: Discussing and applying criteria for information validity.

Success: Engaging students in creative projects and discussions about the criteria for recognizing disinformation aligns with curriculum goals, fostering critical evaluation skills.

Creation of a website (realorfakenews.com) with posters and videos analyzing true and false news, explaining the reasoning behind their evaluations.

  • Link to Curriculum:
    • Topic 4a and 4c: Focused on assessing the validity and reliability of news sources.
    • Topic 3a and 3c: Continuous critical evaluation of information.

Success: The development of a website and creation of multimedia content highlight the students’ ability to critically assess and communicate information validity, showcasing a comprehensive application of the curriculum.

Here you can watch the video with the students’ artifacts.

During the practicum course at the University of Crete in the spring semester of 2023–24, I worked with 21 students over 35 hours. The focus was on empowering them to address disinformation in educational contexts. I was surprised to discover that many of the students had limited knowledge about disinformation and often confused it with fraud, highlighting a broader gap in media literacy. However, they made impressive progress: not only did they deepen their understanding of the issue, but they also successfully designed and implemented interactive teaching interventions aimed at young pupils aged 7–12. This was particularly challenging, given the complexity of the topic and the age group, yet they managed to create their own educational materials due to the lack of existing resources. I believe the course was highly effective—not because of the theoretical input alone, but because the students were actively engaged in producing their own content and teaching strategies. As a teacher, I realized that both university students and young children can grasp complex concepts when supported by appropriate methodology and resources. In the future, I intend to enhance the course by incorporating more practical exercises that help students apply criteria for identifying fake news. While I currently see no need for changes to the curriculum’s objectives or tools, I recognize the importance of expanding students’ opportunities to practice critical evaluation skills in real-world contexts.