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Abstract Helping students to become more resilient to online misinformation is widely recognised as an essential task for education in a rapidly digitalising world. Students need both scientific knowledge and epistemic insight to navigate online spaces containing sensationalised reports of scientific and technological developments. Epistemic insight involves epistemic curiosity and the ability to think critically about the nature, application and communication of knowledge. This includes developing an understanding of the power and limitations of science and a curiosity regarding its relationship with other disciplines. We present a workshop designed for school students aged 16–18 titled ‘Can science and technology cure loneliness?’, designed to develop students' epistemic insight through investigating loneliness through a multidisciplinary perspective. We discuss how the design and pedagogy of this workshop might help students to build epistemic humility—the recognition that no single disciplinary perspective can complete our knowledge about a given topic. As part of a broader programme, epistemic insight‐based pedagogies have the potential to develop students' resistance to science‐ and technology‐related misinformation and prepare them for their potential role in shaping our scientific and technological future.
Billingsley et al. (Thu,) studied this question.