Recognition of fake news and deepfake technologies: on the example of the academic environment in higher education

Abstract

Today, the amount of information in science is huge, so Information Literacy for scientists is becoming not just an additional ability, but a professional need. Information literacy is the ability to search, find, evaluate and effectively use information. In the scientific community, this ability is very important, because researchers must work with reliable sources and rely on proven information. Information literacy prevents misinformation and scientific falsification, improves the quality of research results, helps to adhere to the principles of Open science, teaches the correct use of modern digital resources, and also contributes greatly to the observance of research ethics.

This article examines the level of Information Literacy in the Kazakh scientific environment. A survey was conducted on the Telegram channel «Gylym-bilim bar jurttar» (meaning in English: «Nations that thrive through science and education») in order to study the information immunity between the profsessory staff of Kazakhstani universities, teachers and applicants. The survey was attended by 411 people of the above categories. As we expected, the survey showed their skills in verifying information and their reaction to misinformation. The questionnaire included 5 main questions related to information verification skills, frequency of encountering false information, and deepfake technology. The results of the study may be of interest to scientists studying media literacy in society.

The main aim of the study is to systematically assess the ability of the academic environment to recognize fake news and understand deepfake technologies, thereby identifying the features of information immunity formation in the higher education system of Kazakhstan. Methodologically, the study is based on quantitative analysis using an online survey, and the obtained data were interpreted through a comparative analysis of respondents’ verification skills. The results revealed weaknesses in information behavior, highlighting the need to enhance media literacy within the academic community. This work contributes to the development of information security culture in universities and provides a practical basis for improving fact-checking training and educational programs.