Strategies for tackling misinformation, disinformation and malinformation for sustainable science communication among undergraduate Students at the Federal University Lokoja, Nigeria

Abstract

The pervasive spread of misinformation, disinformation and misinformation poses a significant threat to the integrity of information and knowledge among students. This study examined strategies to tackle misinformation, disinformation, and misinformation for sustainable science communication among undergraduate students at Federal University Lokoja, Nigeria. By sampling 485 students, the research identified primary information sources, assessed students' perceptions and abilities in recognising false information, evaluated verification strategies and identified challenges encountered. The theoretical framework underpinning this research drew on the principles of information theory and the knowledge deficit model, which suggest that misinformation proliferates when there is a gap between what the audience communicates and understands. This study conducted surveys and data analysis through quantitative methodology. Findings revealed that social media is the predominant information source, used by 35% of respondents, followed by online news websites (25%), university lectures (20%), friends and family (15%) and academic journals (5%). The study concludes that while a substantial number of students feel confident in their ability to recognise false information, there is a significant need for improved scientific literacy and critical thinking skills. The study includes recommendations, and the implementation can foster a more informed and critically engaged student body capable of effectively navigating and verifying scientific information. This research highlights the importance of targeted educational initiatives in combating misinformation and ensuring sustainable science communication in academic environments.